Creating open and lifelong learning institutions in higher education: a Namibian case-study

2001 ◽  
Vol 20 (6) ◽  
pp. 502-510 ◽  
Author(s):  
Tony Dodds
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Institutions

Equity and Access as Keys for Opening Open Learning

2016 ◽  
pp. 263-290 ◽  
Author(s):  
Luke van der Laan ◽  
Liz Neary
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Lifelong Learning ◽  
Open Education ◽  
Critical Perspective ◽  
Education Demand ◽  
Equity And Access ◽  
Access And Equity ◽  
Key Drivers

This chapter adopts a critical perspective of how open education (OE), based on the principles of equity and access, aligns with the mega-drivers of contemporary higher education. These include key drivers of OE such as lifelong learning, self-directed career development and credentialing. The process of synthesising learning, work and transition within what is described as the ‘conceptual age' of work, is daunting to the majority of members of the workforce globally. A combination of regulation, academic dogma underpinning traditional university models and rigid assumptions as to the nature of knowledge frustrate the promotion of OE. This case study explores a work-based learning (WBL) university program designed to broaden access and equity to universities within the context of mega-drivers shaping higher education demand. The model complements rather than competes with traditional university offerings and represents a pragmatic response to the barriers to participation and OE principles.

scholarly journals Applying Action Research in Design Curricula to Fulfill University Social Responsibility—A Case Study of the Pnguu Community of the Tsou Tribe

2019 ◽  
Vol 11 (24) ◽  
pp. 7132 ◽  
Author(s):  
Hsiu Ching Laura Hsieh
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Action Research ◽  
Social Responsibility ◽  
Lifelong Learning ◽  
Design Education ◽  
Learning Goals ◽  
Positive Outcomes ◽  
New Model

Due to the mainstream emphasis on university social responsibility (USR) in global and Taiwanese higher education, there is a growing need for universities to apply design to solve community problems. This study aims to explore the practical effectiveness of integrating USR into a design curriculum, thereby constructing a new model for USR fulfillment. Action research was applied in this study. The positive outcomes of integrating USR into the planning and implementation of a course titled ‘Culture and Design Communication’ were found to align with UNESCO’s lifelong learning goals. The resulting model of USR fulfillment through design education will benefit the future sustainable development of university design education.

scholarly journals DISASTER RESILIENT BUILT ENVIRONMENT: ROLE OF LIFELONG LEARNING AND THE IMPLICATIONS FOR HIGHER EDUCATION

2013 ◽  
Vol 17 (2) ◽  
pp. 174-187 ◽  
Author(s):  
Mohan Siriwardena ◽  
Chamindi Malalgoda ◽  
Menaha Thayaparan ◽  
Dilanthi Amaratunga ◽  
Kaushal Keraminiyage
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Lifelong Learning ◽  
Disaster Management ◽  
Management Education ◽  
The Subject ◽  
Managerial Innovation ◽  
Peculiar Nature

Disasters cause considerable damage around the world every year. The built environment is significantly affected by disasters. Whilst the built environment is expected to withstand such occurrences, the construction industry is expected to play a pivotal role in reconstruction of damaged property and infrastructure. Such responses call for technological and managerial innovation. Therefore it is important that construction professionals receive continuous skill development to respond to disaster situations in order to build a disaster resilient built environment. Due to the complexities involved in and due to peculiar nature of disaster situations, lifelong learning is considered as an appropriate way of ensuring continuous education to the various stakeholders of disaster management. The paper reports preliminary findings from a European Commission funded research project aimed at modernising the higher education institutes to support lifelong learning in the built environment. The paper reports the key findings from the literature review and case study on disaster management, emphasising the role of lifelong learning in disaster management education. Empirical data collected as part of the workshop suggest that providing disaster management education as a degree programme is ineffective due to the complexity and multi-disciplinary nature of the subject. Further, the lack of involvement with the industry and the lack of research and development activities on disaster management by built environment professionals act as hindrance to effective disaster management education. In addressing the shortcomings on the existing approaches of disaster management education, this paper concludes that lifelong learning as the most appropriate approach to educate built environment professional in the context of disaster management.

scholarly journals From policy to practice: One university's experience of implementing strategic change through wholly online teaching and learning

2007 ◽  
Vol 23 (1) ◽  
Author(s):  
Dale Holt ◽  
Di Challis
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Change ◽  
Organisational Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching

<span>One institution's attempts to implement an ambitious wholly online learning policy is examined in the Australian higher education setting. The conditions that led to a diversity of models of wholly online unit development are considered, along with teachers' design intents in establishing their online teaching and learning environments. The emphasis of the analysis is on those wholly online units created or redeveloped from existing offerings which held out the greatest possibilities for what we have categorised as 'transformatory' learning and teaching as related to the development of highly valued lifelong learning capacities in students. Organisational learning from the offering of the first major suite of wholly online units is outlined and impacts on policy reformulation described. The case study concludes with a consideration of more general lessons learnt from policy driven initiatives directed at transforming teaching and learning in higher education.</span>

scholarly journals Digital Lifelong Learning and Higher Education: multicultural strengths and challenges in pandemic times

2021 ◽  
Vol 29 (111) ◽  
pp. 360-377
Author(s):  
Ana Ivenicki
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Public University ◽  
Educational Policies ◽  
Open University ◽  
Digital Learning ◽  
University Level ◽  
The University

Abstract The paper aims to discuss digital learning for lifelong learning at the university level in Brazil, taken as a case study. It is structured in the following way. It presents concepts of digital learning in multicultural approaches within lifelong paradigms. It then presents a cursory look at Brazilian educational policies in that area, particularly focusing on the role of the Universidade Aberta (Open University) in Brazil. Lastly, it discusses digital learning in the context of the onset of the COVID-19 pandemics in Brazil. It tries to gauge the impediments and the challenges that may jeopardise a multicultural potential in educational policies, particularly focusing on government political directives as well as responses from university associations and from a public university. It concludes, by presenting possible ways ahead for reflections and contributions in the area.

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