scholarly journals GOVERNMENTAL SUPPORT OF LIFELONG LEARNING AT UNIVERSITIES UNDER THE FEDERAL PROJECT «NEW OPPORTUNITIES FOR EVERYONE»

2020 ◽  
Vol 24 (3) ◽  
pp. 90-104
Author(s):  
I. A. Korshunov ◽  
◽  
M. Yu. Safonova ◽  
N. N. Shirkova ◽  
G. A. Chakhoyan ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Learning System ◽  
Economic Indicators ◽  
Lifelong Education ◽  
Regional Economies ◽  
Willingness To Participate ◽  
Russian Regions ◽  
Research Activities ◽  
State Subsidies ◽  
New Student

The article discusses state support for universities implementing lifelong education programs for adults in 2019 under the federal project «New Opportunities for Everyone». The aim of research was to identify the pattern of synergies between the outcomes of universities’ participation in the project and conditions for the development of the lifelong education system in regions. We compared the data on the scale of lifelong education and of the project’s funding with the socio-economic indicators of the Russian regions. The study showed that state subsidies for higher education institutions encourage them to further increase the scale of adult education by raising co-funding from the real sector of the economy. To develop lifelong education and raise non-public funds, universities are actively using their previously acquired experience of interacting with employers. Universities that develop programs of additional vocational training most actively are those that are least focused on research activities. At the same time, universities’ willingness to participate in the federal project shows their interest in attracting new student audience. Our correlation analysis has revealed a relationship between the results of the federal project and socio-economic indicators of Russian regions. The article offers recommendations for enhancing the efficiency of the federal project and for stimulating the development of lifelong learning system at universities with a focus on the needs of regional economies.

Establishing Millennial Character Behaviors in Online Studies at The Covid-19 Pandemic in Indonesia

2021 ◽  
Author(s):  
Mochamad Zaenal Fanani
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Character Education ◽  
Millennial Generation ◽  
Learning System ◽  
Specific Information ◽  
Theoretical Frameworks ◽  
Learning Methods ◽  
Optimal Learning ◽  
Research Activities

This covid pandemic has changed everything 180 degrees, especially in the world of education. Students who are accustomed to face-to-face learning are required to move in the process of learning methods. The learning method implemented during this pandemic uses online learning. This measure was taken to maintain the quality of education and to prevent the spread of Covid-19. With online meetings, there will be many changes in learning methods to align the essence of learning appropriately and effectively because when compared to previous learning methods, it is very different. This article will highlight various online learning methods to always build the behavior characteristics of the millennial generation for the better. The question that arises from this topic is what is the right method of managing character education in a pandemic situation like this? The research aims to identify what problems occur in online learning and provide effective methods for the learning process in Indonesia. The writing of this article uses the literature review method, a description of the theory, findings, and other research materials obtained from reference materials to be used as the basis for research activities to develop a clear frame of mind from the formulation of the problem to be studied. The data are from the latest research, namely from 2019 to 2021 published through Google Scholar, totaling 12 articles, and data were analyzed qualitatively using available theoretical frameworks. The results of this study show the behavioral process of the millennial generation in building character amid online learning, and to create optimal learning, distance-learning or online strategies are carried out using methods to maximize the optimal learning system. From the research, literature review methods proved to be effective to study this topic while Covid-19 is happening to keep safety measures, but it does not give many details and specific information well. This method is recommended for researchers who work from home without having to go to the field to find information and avoid exposure to COVID-19.

Border Trade between Regions of Russia and Provinces of China

2021 ◽  
Vol 20 (10) ◽  
pp. 103-116
Author(s):  
Natalya S. Epifanova ◽  
Vladimir N. Akulinin
Keyword(s):  
Manufacturing Industry ◽  
Raw Materials ◽  
Value Added ◽  
Raw Material ◽  
Structural Development ◽  
Regional Economies ◽  
Russian Regions ◽  
Goods And Services ◽  
Border Trade ◽  
Regions Of Russia

The purpose of this article is to study border trade in the regions of Russia and the provinces of China. It is shown that in recent years there have been negative trends in border trade, leading to its reduction. Therefore, Russian regions bordering with China should transform into separate objects of regional policy, while also forming a legislative framework for border interaction in all its main spheres: trade, humanitarian cooperation, science and education, and others. In border cooperation with China, special emphasis should be placed on cooperation in the innovation sphere, as well as on improving the quality of exported goods and services and promoting infrastructure projects. Border trade between the regions of Russia and China is built mainly on trade and export of labour resources from China to Russia, as well as China’s receipt of additional sales channels for the confidently growing sales markets for consumer goods and sources of raw materials and primary products. The interaction of Russian regions with neighbouring provinces on the border with China not only preserves the raw material orientation of these regions, but also hinders the development and strengthening of the manufacturing industry in the structure of their regional economies, since border interaction for Russian regions immobilizes those stages of value-added production observed in the very first stages. In general, for the Chinese provinces there is a similar problem associated with such exports to border regions that have common borders with Russia, which does not contribute to the diversification and structural development of the regional economies of the Chinese provinces. That is why building an effective mechanism for border interaction between Russia and China is a strategically important issue for both countries.

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.

Developing a lifelong learning system in Ethiopia: Contextual considerations and propositions

2014 ◽  
Vol 60 (5) ◽  
pp. 639-660 ◽  
Author(s):  
Dessalegn Samuel Abiy ◽  
Genet Gelana Kabeta ◽  
Dawit Mekonnen Mihiretie
Keyword(s):  
Lifelong Learning ◽  
Learning System

scholarly journals Innovations in the financing of lifelong learning system: expenditure optimization model

2018 ◽  
pp. 218-231 ◽  
Author(s):  
Anna Vorontsova ◽  
◽  
Serhiy Lyeonov ◽  
Tetiana Vasylieva ◽  
Artem Artyukhov ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Optimization Model ◽  
Learning System

Ontology-Based Multimodal Language Learning

2014 ◽  
pp. 195-212
Author(s):  
Miloš Milutinović ◽  
Vukašin Stojiljković ◽  
Saša Lazarević
Keyword(s):  
Cloud Computing ◽  
Language Learning ◽  
Lifelong Learning ◽  
Mobile Learning ◽  
Approaches To Learning ◽  
Learning Objects ◽  
Learning System ◽  
Starting Point ◽  
Multimodal Language ◽  
Computing Infrastructure

L2 language learning is an activity that is becoming increasingly ubiquitous and learner-centric in order to support lifelong learning. Applications for learning are constrained by multiple technical and educational requirements and should support multiple platforms and multiple approaches to learning. This chapter investigates the possibility of applying ontology-based, dynamically generated learning objects implemented on a cloud computing infrastructure in order to satisfy these requirements. Previous work on using mobile learning objects is used as a starting point in an attempt to design a system that will preserve all of the advantages of utilizing learning objects, while eliminating any flaws and maximizing compatibility with existing systems. A model of a highly modular, flexible, multiplatform language learning system is presented along with some implementation remarks and advices for future implementation.

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.

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