scholarly journals Determinants of user demand for lifelong learning in institutions of higher education

2017 ◽  
Vol 21 (2) ◽  
pp. 145-166 ◽  
Author(s):  
Betlem Sabrià-Bernadó ◽  
Xavier LLinàs-Audet ◽  
Sofia Isus
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Institutions Of Higher Education ◽  
User Demand

scholarly journals Lifelong Learning in Institutions of Higher Education

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Tom Nesbit ◽  
Catherine Dunlop ◽  
Lorraine Gibson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Institutional Characteristics ◽  
Institutions Of Higher Education ◽  
Lifelong Learners ◽  
Career Opportunities ◽  
Citizenship Development

In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it. The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development. Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners.

scholarly journals Information-communications Competencies of Teachers as a Requirement of Contemporary Teaching and the Lifelong Learning Concept

2021 ◽  
pp. 273-298
Author(s):  
Merjem Sušić
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Research Work ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Scientific Research Work ◽  
Role Of Teachers ◽  
Learning Concept

This article aimed to make a theoretical review of the importance of ICT education of teachers in service of preparation for more efficient performances required by their profession in the context of general globalization changes they are exposed to. In that sense, a review of the advantages of ICT utilization and the requirements of lifelong learning which sets informatical skills as an imperative had been presented, emphasizing the role of teachers, since it requires working on self-improvement, as well as directing others towards competent, critically observed and purposeful usage of modern technological achievements. Some of the priorities for the development of higher education in B&H have been presented, where in the context of scientific research work for the 2016-2026 period, providing all of the public higher education institutions with ICT equipment is planned, which indicates that the teachers working in these institutions must possess the competencies for their utilization, especially because institutions of higher education should play the role of one of the main promoters of lifelong learning.

scholarly journals Canadian Adult Education: Still a Movement

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Tom Nesbit
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Collective Action ◽  
Lifelong Learning ◽  
Adult Educators ◽  
Institutions Of Higher Education ◽  
Canadian Society ◽  
Education Movement ◽  
Collaborative Activities

Writing recently in this journal, two of Canada’s veteran adult educators contemplated the “death” of the Canadian adult education movement. I disagree and argue that adult education in Canada is as vital an activity as ever and one that still fully justifies being called a movement. Specifically, Selman and Selman (2009) list five trends that they assert have brought about the adult education movement’s demise: a general retreat from collaborative activities and collective action; a concern about “missionary” activities; the structure, values, and rewards within universities and other institutions of higher education; a shift toward “lifelong learning” as an organizing concept; and the movement somehow becoming less Canadian. In this paper, I consider each trend in some detail and provide examples to counter the Selmans’ analysis. Instead, I show that adult education continues to be a critical and vital movement in Canadian society and one very far from dead.

scholarly journals Institutions of higher education and the idea of lifelong learning

2020 ◽  
Vol 2 (1) ◽  
pp. 5-18
Author(s):  
Aleksandra Marcinkiewicz
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
European Commission ◽  
Institutions Of Higher Education ◽  
Management Styles

The idea of lifelong learning is very popular in the XXI century. This paper presents how Polish universities reflect this idea. The main theories of andragogy were compared with each other and a relationship was shown, between this concept and adult education. Moreover, it analyses the effectiveness of different management styles continuing education in Polish universities and their implications for institutions of higher education. It also describes the main programs of the European Commission to promote lifelong learning in Europe.

scholarly journals The BELLE Project: Towards a National Digital-Content Repository

2001 ◽  
Vol 26 (3) ◽  
Author(s):  
Janelle L. Ring ◽  
Douglas MacLeod
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Information Age ◽  
Digital Content ◽  
Institutions Of Higher Education ◽  
Large Bande ◽  
Broadband Internet ◽  
Internet Connectivity ◽  
Design And Implementation ◽  
Research Activities

Abstract: A key component of Canada's commitment to the emerging information age has been the extension of broadband Internet connectivity to institutions of higher education. However, the design and implementation of broadband applications that could support the goals of higher education has proved challenging for these institutions. This article introduces the BELLE (Broadband Enabled Lifelong Learning Environment) Project, an interprovincial initiative to prototype a national shared-digital content repository - a potentially transformative application for education. It outlines the goals and components of BELLE as well as the promises and challenges of digital-content infrastructures for educational and research activities, contextualized within current discourse about the information age. Résumé: Une composante clé de l'engagement canadien à l'égard de l'ère de l'information naissante a été l'extension de la connectivité Internet à large bande à des institutions d'études supérieures. Cependant, la conception et la mise en oeuvre d'applications à large bande qui pourraient appuyer les objectifs des études supérieures a présenté certains défis à ces institutions. Cet article décrit le projet BELLE (Environnement d'apprentissage à large bande sans obstacles), une initiative interprovinciale pour créer le prototype d'un dépôt national d'informations digitales partagées - une application qui a le potentiel de transformer l'apprentissage. L'article indique les buts et les composantes de BELLE ainsi que les promesses et les défis d'infrastructures d'informations digitales pour l'apprentissage et la recherche dans le contexte de débats contemporains sur l'ère de l'information.

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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