Lifelong learning culture in companies, 2015

2020 ◽  
Keyword(s):  
Lifelong Learning ◽  
Learning Culture

Development of Vocational Education and Training to 2025 in the Context of the European Skills Agenda

2021 ◽  
Vol 23 (4) ◽  
pp. 335-343
Author(s):  
Emiliyana Dimitrova
Keyword(s):  
Vocational Education ◽  
Lifelong Learning ◽  
National Level ◽  
Education And Training ◽  
Learning Culture ◽  
Vocational Education And Training ◽  
International Dimension ◽  
European Education ◽  
And Training ◽  
Training Area

The article presents the requirements for the development of vocational education and training until 2025 in the light of the Osnabruck Declaration. The Declaration describes the objectives to be achieved at European and national level in the following areas of development: resilience and excellence through quality, inclusive, and flexible vocational education and training; establishing a new lifelong learning culture – relevance of CVET and digitalisation; sustainability – a green link in VET European Education and Training Area and international dimension of vocational education and training.

scholarly journals Learning to Learn: Defining an Engineering Learning Culture

2019 ◽  
Author(s):  
Marnie Vegessi Jamieson ◽  
John M. Shaw
Keyword(s):  
Engineering Education ◽  
Lifelong Learning ◽  
Design Education ◽  
Learning Culture ◽  
Engineering Practice ◽  
Learning To Learn ◽  
Graduate Attributes ◽  
Engineering Design Education ◽  
Functional Learning ◽  
Cultural Construct

Learning is a cultural construct. Beliefs, perceptions and values regarding learning shape the culture of a classroom and a program of study. A framework for engineering education grounded in the Canadian Engineering Accreditation Board (CEAB) Graduate Attributes and engineering practice is proposed. Methods and activities to shape a learning culture in engineering design education consistent with a community of practice and lifelong learning are also proposed. This transformational approach offers an opportunity to teach lifelong learning and integrate engineering practice and engineering education, while entrenching graduate attributes more deeply in the engineering curriculum. Accountability, engagement, recognition, motivation, appreciation, credibility, and continual improvement are key elements of a functional learning culture. Learning moments are a concise way to make learning to learn a relevant part of each session and encourage student reflection and metacognition.  

scholarly journals CAL and FE: a Welsh perspective

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Antje Cockrill ◽  
Cliona O'Neill ◽  
Eberhard Bischoff ◽  
David Finch
Keyword(s):  
Lifelong Learning ◽  
Learning Culture ◽  
Learning Society ◽  
Public And Private ◽  
The Public ◽  
Specific Policy

The increasing usage in recent years of trendy, but often ill-defined, terms such as 'lifelong learning' (see Edwards, Raggatt, Harrison, McCollum and Calder, 1998), 'the learning society' (for example, National Grid for Learning, http://www.dfee.gov.uk/grid/challenge/ govermhtm), or 'learning country' (for example, Welsh Office, 1998; ETAG, 1999) indicates the importance that both the public and private sectors attach to the establishment of a learning culture. This has included the recognition that, in order to achieve such a culture, access to learning must be made easier and existing barriers removed. Edwards and his coauthors (1998) maintain that most experts see lifelong learning as a rallying cry, rather than a specific policy. This statement holds true for many similar slogans, but what they have in common is 'the power to unite various stakeholders around the need for change, because it has emerged as a response to today's challenges' (Edwards et al, 1998).DOI:10.1080/0968776000080303 

scholarly journals ‘Amaliyyah al-Andragogiya li Mu’allim al-Lughah al_juhûd li Tarqiyyah al-Kafâ’ah al-Tarbawiyyah

2021 ◽  
Vol 5 (02) ◽  
pp. 170-190
Author(s):  
Faliqul Isbah ◽  
M. Fairuz Rosyid
Keyword(s):  
Data Collection ◽  
Lifelong Learning ◽  
Arabic Language ◽  
Learning Culture ◽  
Language Teachers ◽  
School Level ◽  
Research Subjects ◽  
High School Level ◽  
Pedagogical Competence ◽  
Collection Data

Abstract: Teachers have an obligation to provide quality teaching. Therefore, teachers always try to develop pedagogical competencies. One of the paths taken by the teacher to achieve that goal is by practicing a lifelong learning culture or andragogy. Starting from this problem, this study aims to examine the learning culture of Arabic teachers in improving pedagogical competence. The principles and characteristics of andragogy theory are used to develop research. The study uses qualitative methods with interview data collection techniques. While the research subjects were Arabic language teachers at the High School level and equivalent in Pekalongan. Data analyzed with Miles and Hubermen stages include, data collection, data reduction, data presentation and drawing conclusions. The practice of andragogy of Arabic teachers in Pekalogan can be said to be good and centered on developing pedagogical and professional competencies while social and moral competencies are the driving force of teachers to do lifelong learning.   Keywords: andragogy, Arabic language teacher and pedagogical competence.   Abstrak: Guru memiliki kewajiban untuk memberikan pengajaran yang berkualitas. Oleh karena itu, guru senantiasa berusaha untuk mengembangkan kompetensi pedagogik. Salah satu jalan yang ditempuh oleh guru untuk mencapai tujuan itu ialah dengan mempraktikkan budaya belajar sepanjang hayat atau andragogi. Bertolak dari permasalahan tersebut, penelitian ini bertujuan untuk mengkaji budaya belajar guru bahasa Arab dalam meningkatkan kompetensi pedagogik. Prinsip dan ciri teori andragogi digunakan untuk mengembangkan penelitian. Penelitian menggunaan metode kualitatif dengan teknik pengumpulan data wawancara. Sementara subyek penelitian adalah guru bahasa Arab tingkat Sekolah Menengah Atas dan sederajat di Pekalongan. Data dianalasis dengan tahapan Miles dan Hubermen meliputi, pengumpulan data, reduksi data, penyajian data dan penarikan simpulan. Praktik andragogi guru bahasa Arab di Pekalogan dapat dikatakan baik dan berpusat pada pengembangan kompetensi pedagogik dan kompetensi profesional sementara kompetensi sosial dan moral merupakan daya dorong guru untuk melakukan belajar sepanjang hayat.   Kata kunci: andragogi, guru bahasa Arab dan kompetensi pedagogik.

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