Professionals as Lifelong Learners

2011 ◽  
pp. 194-208
Author(s):  
Amy Avergun ◽  
Edward R. Del Gaizo
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Lifelong Learners ◽  
Knowledge And Skills ◽  
Ongoing Process ◽  
Education Requirements ◽  
Learning Options

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up-to-date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented, as are various types of learning options. While it is evident that professionals need to continue their learning, they have mixed opinions about the ways in which required training is offered. Ideas for ways in which to improve the quality of lifelong learning are presented.

Professionals as Lifelong Learners

2020 ◽  
Author(s):  
Edward R. Del Gaizo ◽  
Ariel Laudermith
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Lifelong Learners ◽  
Content Areas ◽  
Knowledge And Skills ◽  
Ongoing Process ◽  
Education Requirements ◽  
Training Modalities ◽  
Learning Options

Learning for professionals is an ongoing process. They work in an era of changing laws and procedures that drive their need and desire to keep their knowledge and skills up to date. Lifelong learning can benefit professionals, the organizations in which they work, and the clients they serve. This chapter explores continuing education requirements to maintain licenses of certification, as well as the desire for lifelong learning among professionals from a variety of industries. Suggestions for developing and providing learning experiences are presented. While it is evident that professionals need to continue their learning, the content areas as well as learning options are continuously being reviewed by accrediting organizations. Various ways of obtaining continuing education credits are presented as well as trends in training modalities.

University Continuing Education for Lifelong Learning in Korea

2008 ◽  
Vol 14 (2) ◽  
pp. 190-202
Author(s):  
Haejoo Lee
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Current Status ◽  
Lifelong Education ◽  
Learning Society ◽  
University Continuing Education ◽  
Critical Overview

Lifelong education achieves its goals when it improves people's quality of life and when it brings social cohesion and development. University continuing education (UCE) has contributed to the expansion of higher education opportunities in terms of its quantity. However, we have to look further than sheer volume of activity. Original ideals of lifelong education are declining these days due to changes in society and in learners, and because of the commercialisation of UCE. Furthermore, UCE has some problems in actualising lifelong learning society. This paper offers a critical overview of Korean university continuing education. To analyse this system, the characteristics of participants, factors that influence participation in UCE and their effects on learning given the current status of UCE in Korea are examined.

Improving the quality of life and vocational qualifications of adults with disabilities - Andragogical reflection

2017 ◽  
Vol 4 (38) ◽  
pp. 89-101
Author(s):  
Natalia Maria Ruman
Keyword(s):  
Quality Of Life ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Adults With Disabilities ◽  
Vocational Qualifications ◽  
Severity Of Disability ◽  
Postindustrial Era ◽  
Disability Education ◽  
Principal Task

Lifelong education for adults with disabilities is the only guarantee for this unique group's survival in public life and in the open labor market. At present, the principal task of continuing education is to support processes where EU societies and economies make a transition from the postindustrial era to the digital economy and information society era (Post-PC era). The essence of continuing education is best reflected in the view that it should be considered in the context of lifelong learning. At the methodological level, the idea of lifelong learning presupposes absolute equality among people (regardless of gender, severity of disability, education, age, social class, etc.). The article is an interdisciplinary attempt to answer the question about the importance of permanent education in improving the quality of life and vocational qualifications of adults with disabilities.

scholarly journals Factors Hampering the Participation of Nursing Staff in the Continuing Education Activities of Hospitals Centers in the Casablanca-Settat Region

2021 ◽  
Vol 15 (1) ◽  
pp. 218-228
Author(s):  
Amina Lhbibani ◽  
Abderrahmane Lamiri ◽  
Said Lotfi ◽  
Malika Tridane ◽  
Said Belaaouad
Keyword(s):  
Continuing Education ◽  
Nursing Staff ◽  
Mixed Method ◽  
Monitoring And Evaluation ◽  
Structured Interview ◽  
Two Phase ◽  
Knowledge And Skills ◽  
Support Measures ◽  
Mixed Method Design

Aim: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Background: Continuing education (CE) for nursing staff represents a strategic asset for hospitals, identifying the constraints of nursing staff participation in continuing training could help improve the quality of care for patients and the population in general. Objective: This study aimed to identify the factors hampering the participation of nurses in the activities of CE sessions at the level of hospitals in the region of Casablanca. Methods: The study used a two-phase mixed method design. First of all, a questionnaire was administered to 930 nurses belonging to 9 hospital centers in the Casablanca-Settat region in order to explore and estimate the frequencies of the factors hindering the participation of nurses in the activities of the FC sessions at the level of hospitals, and a semi-structured interview with 9 persons in charge of continuing education from these different hospitals to complete and explain the data collected by the questionnaire. Results: The data analysis confirmed that the work overload is the first individual difficulty hindering the participation of nurses in CE sessions, i.e., 85.4%. The most mentioned organizational difficulties are schedule recommended in the FC not encouraging and not suitable, i.e., 23%, non-targeted content (does not meet the needs of the nursing staff), i.e., 66.7%. Finally, the absence of support measures in terms of monitoring and evaluation to maintain the knowledge and skills acquired during FC sessions in real situations at the workstation occupied is the first institutional difficulty mentioned by the interviewed (88%). Conclusion: Those responsible for training should take into account the factors nurse’s face in participating in continuing education sessions when designing, developing, and implementing continuing education sessions.

scholarly journals About Us: Expressing the Purpose of University Continuing Education in Canada

2013 ◽  
Vol 33 (2) ◽  
Author(s):  
Scott McLean
Keyword(s):  
Professional Development ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Quality Education ◽  
Knowledge And Skills ◽  
University Continuing Education

This article explores claims made on websites of CAUCE members about the purpose of university continuing education. CAUCE members often claim a role in addressing the needs or goals of learners seeking professional development, personal enrichment, or the furthering of knowledge and skills. They claim to deliver programs and services that promote lifelong learning for adults, whether as individuals or as members of communities and organizations. These programs and services are characterized as enabling access to quality education in flexible and innovative ways. The work of continuing education is often presented as a means to link universities with communities and with external agencies. This article describes these public claims made by Canadian university continuing education units and endeavours to promote informed reflection and dialogue about the purpose of those units.

Lifelong Learning of Civil Servants in COVID-19

2022 ◽  
pp. 94-104
Author(s):  
Christos Lalos
Keyword(s):  
Information Systems ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Health Information ◽  
Healthcare Professionals ◽  
Health Information Systems ◽  
Civil Servants ◽  
Knowledge And Skills ◽  
Health Need

Nowadays, a number of international developments in the economic, technological, social, and cultural fields make it necessary for more and more healthcare professionals to acquire a variety of knowledge and skills, adapted to the changes that take place, especially in information systems. To be able to meet the demands of our time, civil servants working in the field of health need to have a variety of interconnected qualifications on information systems, which must be renewed every now and then, especially due to the COVID-19 pandemic. This means that there is a need for continuing education, which will help to acquire knowledge, develop their skills, expand the prospects in the field of health information systems and at the same time will contribute to tackling the pandemic.

scholarly journals Identifying clinical and educational difficulties of midwives in an Indonesian government hospital maternity ward: Towards improving childbirth care

2017 ◽  
Vol 7 (11) ◽  
pp. 7 ◽  
Author(s):  
Yasuko Nagamatsu ◽  
Rie Tanaka ◽  
Miyuki Oka ◽  
Naoko Maruyama ◽  
Yenita Agus ◽  
...  
Keyword(s):  
Continuing Education ◽  
Quality Care ◽  
Actual Practice ◽  
Depth Information ◽  
Government Hospital ◽  
Hospital Data ◽  
Group Discussions ◽  
Knowledge And Skills ◽  
Wide Range

Objective: This pilot study aimed to describe the difficulties and educational needs of Indonesian midwives working in a government hospital and thereby propose possible solutions towards improving the quality of childbirth care.Methods: This study had a qualitative exploratory design. Focus group discussions were conducted with 22 Indonesian midwives working in a government hospital. Data were analyzed using content analysis.Results: These Indonesian midwives felt they faced difficulties in providing quality care such as “shortage of resources to provide health services”, “lack of resources for professional continuing education”, “insufficient evidence-based practice”, “difficulty in providing care due to cultural background”, and “challenges teaching students”. Therefore, these difficulties contributed to their uncertainty about the quality of the care they could provide. They desired continuing education to update their knowledge and skills and fill the gap between theory and actual practice. They wanted more in-depth information about “pregnancy”, “delivery”, “puerperium”, “neonates”, and “emergencies”. These topics reflected the wide range of care needed by the diverse group of Indonesian women who visited government hospital.Conclusions: Indonesian midwives working in a government hospital had difficulties in providing quality care for women with different needs and backgrounds due to the shortage of midwives, and lack of hospital beds and lack of essential equipment. Even though midwives wanted to learn or update their knowledge and skills to fill the gap between theory they learned in school and the demands of actual practice, the opportunity to have training was very limited.

scholarly journals A TOOLKIT TO EVALUATE THE IMPACT OF AN EDUCATIONAL ACTION TO SENIORS’ QUALITY OF LIFE

2015 ◽  
Vol 2 ◽  
pp. 345
Author(s):  
Roger Esteller-Curto ◽  
Pilar Escuder-Mollon ◽  
Luis Ochoa
Keyword(s):  
Quality Of Life ◽  
Lifelong Learning ◽  
The Self ◽  
The Other ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Personal Motivation ◽  
Teaching Learning ◽  
The Impact

When an institution needs to evaluate the teaching-learning process then it can be done evaluating the knowledge and skills acquired by the learners or by the self-evaluating the trainers from the students perspective. The qualifications in this context is the main measure to get the metric for evaluation. On the other hand, when there is not a need to acquire a specific knowledge or expertise but when the learners wants to continue learning because he/she enjoys it, wants to keep learning and being active or any other personal motivation, then evaluation becomes a big challenge. This is the case of seniors’ education (citizens over 65 or retired). Which metrics should be used when evaluating institution? how we can know if those institutions are doing the work correctly ? how can the institution increase the quality and effectiveness ? From this need the project QEduSen (supported by the Lifelong Learning Programme of the European Commission) produced an evaluation toolkit.

Sign in / Sign up

Export Citation Format

Share Document