About the (non) existence of a lifelong education system in Chile

2018 ◽  
Vol 24 (2) ◽  
pp. 229-249 ◽  
Author(s):  
Nicolás Didier
Keyword(s):  
Postsecondary Education ◽  
Education System ◽  
Capital Investment ◽  
Formal Education ◽  
Institutional Development ◽  
Developed Countries ◽  
Point Of View ◽  
Lifelong Education ◽  
Graduate Studies ◽  
Ageing Society

This article aims to present the lifelong education system of Chile from a functional and institutional point of view, in an attempt to describe its strategy. This paper covers both formal education and graduate studies, which were analyzed systematically from the institutional framework and experience of Chile. A comprehensive review of open access data of Chilean higher education was performed, analyzing human capital investment and access to post-secondary education. The main findings are based on the lack of coordination between the educational levels and postsecondary education which make career progression and integration difficult, obstructing tenure and qualifications valuation by employers. In an ageing society such as that of Chile, workers may be forced to take up continuously training courses to sustain their situation inside the labour market. If there is no coordination between training and educational system, workers will face major difficulties in being considered as employable. This work opens the question of lifelong education policies in less developed countries such as Chile, which is facing the same demographic phenomenon as developed countries, but without the same level of resources or institutional development. This article concludes with the requirements for the design of this kind of educational policy.

scholarly journals MEMAKNAI KEMBALI PENINGKATAN PROFESIONALISME TENAGA PENDIDIK PENDIDIKAN NONFORMAL

2007 ◽  
Vol 2 (2) ◽  
pp. 21-27
Author(s):  
S. Wisni Septiarti ◽  
Mulyadi Mulyadi
Keyword(s):  
Quality Improvement ◽  
Program Development ◽  
Education System ◽  
Formal Education ◽  
Point Of View ◽  
Education Quality ◽  
Competency Development ◽  
Education Personnel ◽  
Points Of View ◽  
Over Time

Professionalism of the non-formal education personnel, which is understood as competency development, is a necessity. If we see from various points of view particularly from sociocultural aspects, the study on the dynamics of non-formal education personnel’s profession, becomes the essential part of this articel. The flexibility, which tends to be biased over time, age, materials or presentation approaches and sosiocultural aspects within the process of learning, becomes the reference for the personnel’s quality improvement efforts. Even though, in common public point of view, the existence of formal teachers is stronger than non-formal education personnel, but the NFE program development in reality is largely required. This happens because many people have not been served by the formal education system. In order to re-defined the meaning of professionalism of the NFE as an effort of the education quality improvement normatively, there is a necessity to improve the culture of operation and the dialogues among education personnel up to the education managers.

Indian Education System in the 21st Century

2013 ◽  
pp. 176-192
Author(s):  
Rabindra Ku Jena ◽  
Amruta Gahlod
Keyword(s):  
Distance Education ◽  
Education System ◽  
Formal Education ◽  
State Level ◽  
Developed Countries ◽  
Vital Role ◽  
Senior Management ◽  
Indian Education ◽  
Education Systems ◽  
Central Level

Education plays a vital role in developing a nation culturally, economically, and socially. That is why every nation focuses on this sector. For its improvement, all endeavors are made through formal education, non-formal, and distance education. The trend of education, particularly distance education, has developed considerably in developed countries and developing countries. Information technology plays a pivotal role for the development of education. This chapter introduces Indian Ancient Education System and structure of Indian Education System, and argues on distribution of schools throughout all categories of middle management, senior management, from state level to central level. The chapter focuses on all forms of education systems and ICT in school education systems with accreditation systems supported to nurture the Indian education system globally.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

Life-creating education: new educational meanings in modern world

2016 ◽  
Vol 24 (4) ◽  
pp. 377-386 ◽  
Author(s):  
Natalia Lyz ◽  
Anna Opryshko
Keyword(s):  
Education System ◽  
Formal Education ◽  
Life Experience ◽  
Community Education ◽  
Cognitive Activity ◽  
Dynamic Environment ◽  
Point Of View ◽  
Modern World ◽  
Management Tools ◽  
Content Type

Purpose The purpose of the paper is to show the impossibility of teaching an individual to live and realize their potential in a modern dynamic environment by being within an artificial education system and explore the idea of life-creating education. Design/methodology/approach The study is based on the models of future education and community. Education is viewed from the position of a student’s ability to self-realize in the modern world. This paper relies on the analyses of basic characteristics of formal education, the challenges to it from the point of view of contemporaneous society and the main routes to improve education. Findings An artificial education system with its translation of a stable experience model is obsolete. Formal education does not provide an individual with the necessary life experience. Learners’ interest and involvement into cognitive activity; joint creative activity and production of personal knowledge; self-determination; and personal fulfilment are the main features of life-creating education. It involves the whole society into learning, modifies teachers’ functions and requires developing flexible management tools. Originality/value This original work shows basic principles of life-creating education and maps the way forward. The represented results will be useful for developing new models of education improvement.

scholarly journals Reflexivity and technology in adult learning

Seminar.net ◽  
2005 ◽  
Vol 1 (1) ◽  
Author(s):  
Neil Selwyn
Keyword(s):  
Adult Learning ◽  
Education System ◽  
Information Technologies ◽  
Formal Education ◽  
Modern Society ◽  
Developed Countries ◽  
Social Worlds ◽  
Modern Age ◽  
Starting Point ◽  
The Uk

  It is argued by influential commentators such as Ulrich Beck and Scott Lash that we now live in a ‘reflexively modern' age. People are seen to now be free of the structures of modern society and driven instead by individualised opportunities to reflexively engage with their fast-changing social worlds and identities. Taking the notion of reflexive modernisation as its starting point, this paper explores the roles that information technologies (ITs) may play in supporting adults' reflexive judgements about, and reflexive engagements with, education and learning. Through an analysis of interview data with 100 adults in the UK the paper finds that whilst a minority of interviewees were using ITs to support and inform reflexive engagement with learning, the majority of individuals relayed little sign of technology-supported reflexivity when it came to their (non)engagement with education. For most people ITs were found, at best, to reinforce pre-established tendencies to ‘drift' through the formal education system. The paper concludes by considering the implications of these findings for ongoing efforts in developed countries to establish technology-supported ‘learning societies'.

Physical capital stock, technological upgrading and modernisation in Hungary

2005 ◽  
Vol 55 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Andrea Szalavetz
Keyword(s):  
Capital Accumulation ◽  
Physical Capital ◽  
Developed Countries ◽  
Point Of View ◽  
Technology Generation ◽  
Development Policies ◽  
Specific Factors ◽  
Physical Capital Accumulation

This paper discusses the relation between the quality and quantity indicators of physical capital and modernisation. While international academic literature emphasises the role of intangible factors enabling technology generation and absorption rather than that of physical capital accumulation, this paper argues that the quantity and quality of physical capital are important modernisation factors, particularly in the case of small, undercapitalised countries that recently integrated into the world economy. The paper shows that in Hungary, as opposed to developed countries, the technological upgrading of capital assets was not necessarily accompanied by the upgrading of human capital i.e. the thesis of capital skill complementarity did not apply to the first decade of transformation and capital accumulation in Hungary. Finally, the paper shows that there are large differences between the average technological levels of individual industries. The dualism of the Hungarian economy, which is also manifest in terms of differences in the size of individual industries' technological gaps, is a disadvantage from the point of view of competitiveness. The increasing differences in the size of the technological gaps can be explained not only with industry-specific factors, but also with the weakness of technology and regional development policies, as well as with institutional deficiencies.

Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area

2019 ◽  
Vol 28 (11) ◽  
pp. 155-167
Author(s):  
P. A. Zhdanov ◽  
N. A. Polikhina ◽  
E. Yu. Sema ◽  
L. V. Kazimirchik ◽  
I. B. Trostyanskaya ◽  
...  
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
International Education ◽  
Russian Federation ◽  
Education System ◽  
Point Of View ◽  
International Higher Education ◽  
Scientometric Analysis ◽  
Higher Education System ◽  
The Russian Federation

The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.

scholarly journals Introduction of New Forms of Education in Modern Higher and Vocational Education and Training

2020 ◽  
Vol 9 (7) ◽  
pp. 107
Author(s):  
Liudmyla I. Berezovska ◽  
Galyna D. Kondratska ◽  
Anna A. Zarytska ◽  
Kateryna S. Volkova ◽  
Taras M. Matsevko
Keyword(s):  
Higher Education ◽  
Vocational Education ◽  
Education System ◽  
Comparative Method ◽  
Developed Countries ◽  
Education And Training ◽  
Educational Process ◽  
Vocational Education And Training ◽  
National Education ◽  
And Training

This article sets sights on highlighting the effectiveness and efficiency of higher and vocational education and training, as well as exploring ways to address and implement the current reform agenda in the field. The research was conducted on the basis of a generalizing and comparative method, to identify the problems and development of vocational and higher education. Within the framework of the conducted research the current state of vocational and higher education has been characterized; the features of online learning at leading universities and its advantages has been clarified; the prospects of introduction of continuity of education have been studied, for the development of personality abilities, taking into account changes in society in the context of improvement of the system of vocational and higher education caused by the European integration process of education; directions for the development of vocational and higher education as part of the national education system and society in general have been outlined. It is determined, that at the present stage the domestic education system should be improved and transferred to an innovative way of development in accordance with developed countries. In the near future, such modern forms of education as: distance education, dual education, continuing vocational education and others, should be improved and implemented into the educational process.

scholarly journals The Learning to Learn Competence in Early Childhood Preservice Teachers: An Outdoor and e/m-Learning Experience in the Museum

2021 ◽  
Vol 13 (2) ◽  
pp. 25
Author(s):  
Daniel Abril-López ◽  
Hortensia Morón-Monge ◽  
María del Carmen Morón-Monge ◽  
María Dolores López Carrillo
Keyword(s):  
Social Sciences ◽  
Preservice Teachers ◽  
Early Childhood ◽  
Teaching And Learning ◽  
Formal Education ◽  
Learning Experience ◽  
Point Of View ◽  
Learning To Learn ◽  
Outdoor Experience ◽  
Outdoor Experiences

This study was developed with Early Childhood Preservice Teachers within the framework of the Teaching and Learning of Social Sciences over three academic years (2017–2018, 2018–2019, and 2019–2020) at the University of Alcalá. The main objective was to improve the learning to learn competence during teacher training from an outdoor experience at the Museum of Guadalajara (Spain), using e/m-learning tools (Blackboard Learn, Google Forms, QR codes, and websites) and the inquiry-based learning approach. To ascertain the level of acquisition of this competence in those teachers who were being trained, their self-perception—before and after—of the outdoor experience was assessed through a system of categories adapted from the European Commission. The results show a certain improvement in this competence in Early Childhood Preservice Teachers. Additionally, this outdoor experience shows the insufficient educational adaptation of the museum to the early childhood education stage from a social sciences point of view. Finally, we highlight the importance of carrying out outdoor experiences from an inquiry-based education approach. These outdoor experiences should be carried out in places like museums to encourage contextualized and experiential learning of the youngest in formal education.

scholarly journals From Substitutive to Supplementary: Institutional Interplay between Public and Occupational Sickness Benefits in Finland, 1947-2016

2021 ◽  
Vol 23 (1) ◽  
pp. 62-80
Author(s):  
Laura Järvi
Keyword(s):  
Welfare State ◽  
Institutional Development ◽  
Point Of View ◽  
Sickness Benefit ◽  
Individual Level ◽  
The Public ◽  
Blue Collar Workers ◽  
Sickness Benefits ◽  
Over Time ◽  
Benefit System

In the context of the Finnish welfare state, this article examines the role of occupational welfare in the interplay between public and occupational sickness benefits from 1947 to 2016, to analyse how the two sickness benefits have interacted over time and the role occupational welfare has played in sickness provision. Previous research has noted that occupational benefits may support or compensate for the much-debated declining welfare state. Hence, it is important to acquire greater knowledge about the public-occupational interplay. The study uses in-depth individual-level analysis from a retrospective point of view, which has been rare in previous research, and examines the public-occupational interplay in the Finnish sickness benefit system from the first national collective agreements to 2016. Based on the reforms made to the public system, the article identifies and utilises six different phases of the Finnish sickness allowance system in the main analysis. The institutional development of sickness provision is investigated by analysing the compensation rate and benefit period, using metalworkers as a representative example of blue-collar workers. The results indicate that occupational benefits are strongly institutionalised in the Finnish sickness benefit system. The interplay between statutory and occupational sickness benefits has taken different forms over time, and occupational benefits have been re-negotiated as the statutory system has been reformed. The article provides valuable information on the historical development and relevance of occupational welfare, in terms of not only understanding its significance for individuals but also comprehending the logic of the interplay in the public-private mix of welfare provision.

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