scholarly journals PENGALAMAN PUSAT KEGIATAN BELAJAR MASYARAKAT (PKBM) DALAM MEMFASILITASI MASYARAKAT BELAJAR SEPANJANG HAYAT

2015 ◽  
Vol 10 (2) ◽  
pp. 67-76
Author(s):  
Mita Septiani
Keyword(s):  
Alternative Education ◽  
Lifelong Learning ◽  
Learning Community ◽  
Formal Education ◽  
Learning Society ◽  
Policy Makers ◽  
Community Needs ◽  
Management Learning ◽  
Depth Interview ◽  
And Function

The objective of this research is to provide a thorough description of the Community Learning Centres (CLC) experiences in facilitating the local communities to implement lifelong learning. This study is a qualitative research with a phenomenology method conducted at North Jakarta in 2015. The data were collected at six CLCs through informan observation using depth interview, observation, document study, and recording as from March through June 2015. The data analysis and interpretation indicated that (1) the implementation of CLC roles and function were categorized in eight themes: (a) indentifying the community needs, (b) promoting the education program, (c) providing potential resources, (d) building cooperation with partners, (e) monitoring and evaluating program,(f) conducting alternative education, (g) providing information and learning centres, (h) conducting community development; (2) analyzing the strengths and weakness of CLCs; and (3) giving recommendation to improve the roles of CLCs in facilitating lifelong learning society at North Jakarta.The findings lead to the recommendation for policy makers, CLC management, learning community, educational technology, and further researchers about how to facilitate learning in non-formal education, especially in CLCs.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

SOCIAL AND ECONOMIC ASPECTS OF RECOGNITION AND VALIDATION OF NON-FORMAL ADULT LEARNING SYSTEM IN GREECE

2020 ◽  
pp. 633-659
Author(s):  
Miltiadis STABOULIS ◽  
Ιrene LAZARIDOU ◽  
Lemonia BOUTSKOU
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Informal Education ◽  
Formal Education ◽  
Social Inequalities ◽  
Community Education ◽  
Learning System ◽  
Educational Activity ◽  
Educational Systems ◽  
Strong Trend

Non-formal and informal aspects of education are nowadays related to the concepts of recurrent and lifelong learning, as literature significantly supports the importance of education, learning and training that takes place outside typical educational institutions. As lifelong learning is the master concept that could shape educational systems and economies, non-formal education includes any organized educational activity outside the established formal systems that serves identifiable learning objectives, while informal education refers to the lifelong process where every individual acquires knowledge, attributes, skills, values and behaviors from daily life’s experience. Furthermore, as there is currently a strong trend worldwide, to include similar practices in internal policy strategies, new alternative terms arise such as community learning, community education, etc. together with many pilot initiatives. During the recent years, such initiatives have already taken place in many countries, proving that similar actions could greatly contribute to individuals’ knowledge and skills enhancement as well as help in mitigating social inequalities, tackle unemployment, achieve a better match between jobs and skills, and thus improve employment through economic development by supporting human capital productivity. Due to the promising advantages of the organized establishment of non-formal and informal education, the present paper focuses on a thorough analysis of the aforementioned concepts and describes the initiative of a relevant research in Greece, conducted by the authors. The research consists of two parts, one that includes a reliable and representable sample of educational organizations (bodies), examining the current ways used to support and certify certain fields of informal education, noting the typical ways currently used to recognize non-formal and informal learning as well as an additional sample of individuals (beneficiaries) that are interested in further support, validation and certification of non-formal education and informal acquired learning. The results are expected to contribute to the process of highlighting information on the intensity of the demand for recognition of prior knowledge through mediation certification procedures by adult education organizations, as well as to the submission of proposals for the operation of the relevant national mechanisms under development in Greece, according to the European Directive 2012.

Landscape Features and Traditional Streets Character in Malaysia

2018 ◽  
Vol 3 (8) ◽  
pp. 121-131
Author(s):  
Nor Haslina Ja’afar ◽  
A. Bashri Sulaiman ◽  
Shuhana Shamsuddin
Keyword(s):  
Publishing House ◽  
Policy Makers ◽  
Landscape Features ◽  
Depth Interview ◽  
Mental Mapping ◽  
International Publishing ◽  
Landscape Character ◽  
And Function ◽  
Depth Interviews

The aim of this paper is to explore the landscape features that contribute towards the character of a successful traditional street environment. The case study was conducted on three streets in Melaka Historical City, namely, Tukang Besi Street, Tukang Emas Street and Tokong Street. Mixed-method was used in this study that involved visual survey, direct observation, user perception (questionnaires, in-depth interviews and mental mapping) and an in-depth interview with policy-makers. The result shows that landscape features can be characterized into two main categories: appearance and function. Keywords: Traditional street, landscape, character, historical, (Jacob 1993) eISSN 2514-751X © 2018. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. https://doi.org/10.21834/aje-bs.v3i8.285 

Concepts and Definitions of Lifelong Learning

2011 ◽  
pp. 11-26 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Formal Learning ◽  
Lifelong Education ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning and recurrent education, and outlines key issues that have shaped this field. First, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that create conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Second, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it, including economic competitiveness, globalization, and the focus on knowledge creation, are discussed. A novel emphasis on learning has resulted from the rise to preeminence of the concept “lifelong learning.” Diverse understandings about learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations of learning underpin much of the ongoing disputes about lifelong learning. The emerging notion of the learning society is also outlined and discussed. It features the same conceptual conflicts that marked the earlier concepts. Third, four common criticisms of lifelong learning are outlined and discussed. All criticisms are shown to make assumptions about learning that favor formal learning, while marginalizing informal learning. Thus, even today, understanding of lifelong learning and its significance is hampered by tendencies to adhere to narrow views of learning that many people develop unreflectively from their experiences of formal education.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Ecosystem approaches to human health

2001 ◽  
Vol 17 (suppl) ◽  
pp. S69-S75 ◽  
Author(s):  
N. Ole Nielsen
Keyword(s):  
Human Health ◽  
Ecosystem Health ◽  
Life Support ◽  
Extreme Case ◽  
Ecosystem Approach ◽  
Policy Makers ◽  
Management Interventions ◽  
Irreducible Uncertainty ◽  
And Function ◽  
Ecosystem State

The promotion of human health must be embedded in the wider pursuit of ecosystem health. Interventions will be impaired if ecosystem-linked determinants of health are not taken into account. In the extreme case, if ecosystems lose their capacity for renewal, society will lose life support services. Essential features of ecosystem health are the capacity to maintain integrity and to achieve reasonable and sustainable human goals. An ecosystem approach to research and management must be transdisciplinary and assure participation of stakeholders. These requisites provide a means for science to better deal with the complexity of ecosystems, and for policy-makers and managers to establish and achieve reasonable societal goals. The ecosystem approach can determine links between human health and activities or events which disturb ecosystem state and function. Examples are: landscape disturbance in agriculture, mining, forestry, urbanization, and natural disasters. An understanding of these links can provide guidance for management interventions and policy options that promote human health. An ecosystem approach to management must be adaptive because of irreducible uncertainty in ecosystem function.

scholarly journals Critical theory and the implementation of lifelong learning in Vietnam

2020 ◽  
Vol 9 (2) ◽  
pp. 17-30
Author(s):  
Phan Thi Tra Khuc
Keyword(s):  
Critical Theory ◽  
Lifelong Learning ◽  
Education And Training ◽  
College Level ◽  
Ministry Of Education ◽  
Policy Makers ◽  
Knowledge And Skills ◽  
Full Development ◽  
Purpose Of Education ◽  
And Training

Lifelong learning is the continuous acquisition of knowledge and skills which occurs throughout life with an emphasis on the full development of personality. Despite the increasing interest of Vietnamese policy makers in promoting lifelong learning, the implementation of lifelong learning at universities is still limited. This research delineated and critiqued the policies and the current practices of lifelong learning at the college level of the Ministry of Education and Training in Vietnam (MOET) under the perspective of critical theory. From the discussion of the policies and practices that the MOET was implementing, recommendations for the policy makers were made with the aim of helping Vietnamese students embrace their right to lifelong learning and fulfill the personal and democratic purpose of education.

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