Conceptualising Lifelong Learning: The Case of Lifelong Learning Practices at Universiti Utara Malaysia

2009 ◽  
Vol 2 (2) ◽  
pp. 39-48
Author(s):  
Chooi-Leng Ang ◽  
Lip Sam Thi ◽  
Padmini Pillai ◽  
Hamzah Haji Abdul Rahman ◽  
Sobri Don
2012 ◽  
Author(s):  
Abdul Halim Abdul Majid ◽  
Nor Bizura Seth

This monograph discusses the importance of lifelong learning in developing knowledge workers and human capital. Facets of lifelong learning, knowledge workers and human capital are highlighted to provide basic understanding to all readers. The facets of lifelong learning include accessibility to learning, investment for learning, methods and contents of learning, values of learning, direction and guidance in learning and learning opportunities closer to home. Meanwhile, the facets of knowledge worker are problem solving, using intellectual skills, requiring a high level of autonomy, emphasizing on quality of judgment, using unique processes, possessing un-codified knowledge, sourcing between his ears and using knowledge and information to add to deeper knowledge and information. There are several individuals whom we would like to thank for their contributions to this monograph. This monograph has benefited greatly from the inputs, comments and expertise as well as working experience of all contributors. We also would like to thank the School of Business Management, the College of Business, Universiti Utara Malaysia, the Research Innovation and Management Center (RIMC) of Universiti Utara Malaysia and the top leaders of the University for their encouragement and support. Those who have contributed directly or indirectly toward the publication of this monograph also deserve our appreciation.


Pharmacy ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 81
Author(s):  
Dalia Bajis ◽  
Betty Chaar ◽  
Rebekah Moles

Competency-based education (CBE) “derives a curriculum from an analysis of a prospective or actual role in modern society and attempts to certify students’ progress on the basis of demonstrated performance in some or all aspects of that role”. This paper summarizes pertinent aspects of existing CBE models in health professions education; pharmacy education presented as an example. It presents a synthesis of these models to propose a new diagrammatic representation. A conceptual model for competency-based health professions education with a focus on learning and assessment is discussed. It is argued that various elements of CBE converge to holistically portray competency-based learning and assessment as essential in initial education and relevant to practitioners’ continuing professional development, especially in the context and importance of pursing lifelong learning practices.


Author(s):  
Natasha Kersh ◽  
◽  
Valentina A. Kononova ◽  
Veronika V. Obidina ◽  
◽  
...  

2018 ◽  
Vol 16 (3) ◽  
pp. 398-413 ◽  
Author(s):  
AlmaDís Kristinsdóttir

Museums offer significant learning experiences that contribute to sustainable societies and lifelong learning. However, museum education has historically been a field in flux, and a constant revitalization is needed. This paper examines Biophilia, created by artist and musician Björk, as a case-study to illustrate the potential of its pedagogical approach to affect sustainable museum learning practices. Biophilia inspires children to learn about sound, science, and nature through technology; it is an app-album that manifested itself in a museum context both as a concert venue and a multi-disciplinary experimental educational platform – ideal for museum learning. While the project was formally implemented in Iceland through high levels of inter-institutional collaboration, its theoretical relationship to museum education and critical pedagogy of place was overlooked. Using the Biophilia’s analogy of an ‘infectious virus’ and a futurist’s framework of creativity and play, I ask: what can the field of museum education learn from Biophilia?


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