scholarly journals Lifelong Learning in Institutions of Higher Education

2013 ◽  
Vol 33 (1) ◽  
Author(s):  
Tom Nesbit ◽  
Catherine Dunlop ◽  
Lorraine Gibson
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Adult Learners ◽  
Lifelong Learning ◽  
Learning Opportunities ◽  
Institutional Characteristics ◽  
Institutions Of Higher Education ◽  
Lifelong Learners ◽  
Career Opportunities ◽  
Citizenship Development

In this study, we examined the provision and development of lifelong learning within institutions of higher education in British Columbia and explored some of the institutional characteristics that enable or discourage it. The results suggest that most lifelong learning opportunities are directed toward enhancing employment and career opportunities rather than citizenship development. Yet, as the demand for higher education and the number of adult learners enrolling in programs continue to increase, these institutions are well-positioned to develop new forms of education that acknowledge, accommodate, and respect the concerns and interests of lifelong learners.

scholarly journals A Reformulation of business education curriculum for the development of career opportunities among undergraduates of South Nigerian Universities

2020 ◽  
Vol 10 (1) ◽  
pp. 10-22
Author(s):  
Chika Madu Ile ◽  
James Edomwonyi Edokpolor
Keyword(s):  
Lifelong Learning ◽  
Business Education ◽  
Survey Design ◽  
Education Curriculum ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Lifelong Learners ◽  
Social Burden ◽  
Career Opportunities ◽  
The Mean

Concerning on the rates social burden among the graduates of business education in Nigeria has provided an opportunity for the authors to extant the study to examine the current state of business education curriculum and the reformulation of business education curriculum equips the undergraduates with skills to start a business and engaging towards lifelong learning. A cross-sectional survey design was applied to achieve the objectives of the study. The design of the research is a quantitative method. Structured questionnaires were given to a sample of 289 participants (43 lecturers and 246 students) which were randomly selected across three universities in Nigeria. The data obtained are analyzed by the Statistical Package for Social Sciences (SPSS) version 23.0 and the mean statistic is used to answer the research questions and standard deviations are used to assess the degree to which participants’ scores are clustered around the mean. The results show that the business education curriculum is theoretical in nature, as such does not have the capability of preparing students to become entrepreneurs and lifelong learners. Hence, the data shows that most of the respondents vote for business education curriculum prepares student to work for the entrepreneurs with mean 3.49 for lecturers and 3.67 for students. Moreover, the result shows that a change in business education curriculum could help to equip students with skills to engage in becoming an entrepreneur. Therefore, the managers of business education should endeavor collaborations with major stakeholders to capable of integrating the 21st-century skills and apprenticeship models into the business education curriculum. It will help to equip undergraduates with the skills needed to pursue entrepreneurial and lifelong learning careers upon graduation.

scholarly journals Development of an assessment tool to measure the prior experiential learning of adult learners: The case of Wawasan Open University

2013 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Liew Teik Kooi ◽  
Teoh Ai Ping ◽  
Phalachandra Bhandigadi
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Diagnostic Test ◽  
Tertiary Education ◽  
Knowledge Society ◽  
Assessment Tools ◽  
Attrition Rate ◽  
Open University

Recognition of prior experiential learning offers a vital contribution to supporting lifelong learning around the globe. The Malaysian government has placed great emphasis on lifelong learning in developing a knowledge society to achieve its goal of becoming a developed nation by the year 2020. Hence, the efficacy of recognition of prior experiential learning acts as a mechanism to enhance social equity and social inclusion in the Malaysian higher education context. In tandem with this, Wawasan Open University (WOU)'s vision and mission is to enculturise lifelong learning and provide access to adult learners who may have previously missed the opportunity to pursue higher education. Since its inception in 2007, WOU has developed a mechanism to review, recognise and accord validity to all prior experiential learning (PEL) of the learners. WOU's PEL comprises a series of assessment filters in three stages that are systematically utilised to gauge the learner's level of preparedness to embark on their tertiary education. These stages are (i) Certificate Attestation and Work Experience Portfolio, (ii) Diagnostic Test and (iii) a six-month HeadStart programme. This study investigated the effectiveness of the mechanism and its assessment tools in measuring prior experiential learning of the students. The authors examined the GPA/ CGPA performance of two groups of learners. The first group consisted of those who have passed the diagnostic test and proceeded directly to undertake their degree studies. The second group comprised learners who were unsuccessful in their diagnostic test and had to undertake a six-month HeadStart programme prior to commencing their degree studies. The authors then conducted an analysis on the correlation between the Diagnostic Test results and the GPA/CGPA scores obtained. Similar correlation analysis was also carried out to examine whether learners who had undergone the six-month HeadStart programme performed better in their tertiary studies. Support services offered to these two groups of learners were also identified. The findings from this study also reveal the appropriateness of the various components embedded in the Diagnostic Test as well as the courses offered in the six-month HeadStart programme that aimed to strengthen the learners' knowledge, skills and attitudes prior to pursuing their tertiary studies. Open Universities that subscribe to the philosophy of broadening access to higher education may explore the possibility of adopting the tested bridging programme developed by WOU for weaker Open Entry students to enhance the success rate of students and reduce attrition rate.

scholarly journals What is the FAFSA? An adult learner knowledge survey of student financial aid jargon

2019 ◽  
Vol 25 (1) ◽  
pp. 94-112 ◽  
Author(s):  
ZW Taylor ◽  
Ibrahim Bicak
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Financial Aid ◽  
Data Retrieval ◽  
Bachelor's Degree ◽  
Institutions Of Higher Education ◽  
Student Aid ◽  
Research And Practice ◽  
Nationally Representative ◽  
Knowledge Survey

Although adult learners (aged 25–34) have comprised over 33% of all enrolled students in US institutions of higher education, researchers have consistently found adult learners are under-supported by federal and institutional financial aid, leading these students to experience high dropout rates and low graduation rates. To better understand what adult learners understand about the process of applying for federal student aid, this study captured nationally representative survey data from 813 adult learners applying to four-year, bachelor’s degree-granting US institutions of higher education in Fall 2018. A financial aid jargon survey was written to assess what financial aid jargon terms are unfamiliar or confusing to adult learners. Results suggest some adult learners understand financial aid jargon, but many reported jargon as unfamiliar and confusing, such as Free Application for Federal Student Aid, master promissory note, entrance counseling, data retrieval tool, and non-filer’s statement. Implications for research and practice are addressed.

Older Adults as New Learners

2011 ◽  
pp. 300-314 ◽  
Author(s):  
David S. Stein ◽  
Constance E. Wanstreet ◽  
Michelle L. Lutz ◽  
Tiffany Dixon
Keyword(s):  
Higher Education ◽  
Older Adults ◽  
Adult Learners ◽  
Nontraditional Students ◽  
Lifelong Learning ◽  
Baby Boomers ◽  
Higher Education Institutions ◽  
Traditional Students ◽  
Customer Base ◽  
Marketing Model

This chapter presents a marketing model for four-year higher education institutions that may be appropriate for engaging aging Baby Boomers in lifelong learning. Baby Boomers will challenge higher education institutions to rethink their customer base and respond to a different set of needs from that exhibited by traditional students and by adult learners who are currently 65 or older. Higher education institutions have not prepared for the demands that aging Baby Boomers may place on providers of learning. The PRI2SM model suggests ways to recruit nontraditional students to traditional providers of higher education.

scholarly journals Determinants of user demand for lifelong learning in institutions of higher education

2017 ◽  
Vol 21 (2) ◽  
pp. 145-166 ◽  
Author(s):  
Betlem Sabrià-Bernadó ◽  
Xavier LLinàs-Audet ◽  
Sofia Isus
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Institutions Of Higher Education ◽  
User Demand

scholarly journals Introduction and Editorial

2019 ◽  
Vol 21 (3) ◽  
pp. 1-4
Author(s):  
John Butcher ◽  
Samantha Broadhead
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Significant Contribution ◽  
Learning Opportunities ◽  
Widening Participation ◽  
Access To Higher Education ◽  
Innovative Practice ◽  
Value Of Learning

I am delighted to introduce a new edition of Widening Participation and Lifelong Learning, and to thank our colleague on the editorial board, Dr Samantha Broadhead, for her sterling work in bringing this wide-ranging collection to publication. As Sam suggests in her editorial, the articles, reports of innovative practice and book review demonstrate a lively and buoyant interest across the sector in access to higher education and the value of learning opportunities for adults. I am lucky to have just returned from a conference in Madrid at which there was much discussion amongst European colleagues of inclusive teaching and personalised support to enable more students from disadvantaged backgrounds to succeed in their studies. This edition of the journal makes a significant contribution to those debates.

scholarly journals Information-communications Competencies of Teachers as a Requirement of Contemporary Teaching and the Lifelong Learning Concept

2021 ◽  
pp. 273-298
Author(s):  
Merjem Sušić
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Research Work ◽  
Public Higher Education ◽  
Institutions Of Higher Education ◽  
The Public ◽  
Scientific Research Work ◽  
Role Of Teachers ◽  
Learning Concept

This article aimed to make a theoretical review of the importance of ICT education of teachers in service of preparation for more efficient performances required by their profession in the context of general globalization changes they are exposed to. In that sense, a review of the advantages of ICT utilization and the requirements of lifelong learning which sets informatical skills as an imperative had been presented, emphasizing the role of teachers, since it requires working on self-improvement, as well as directing others towards competent, critically observed and purposeful usage of modern technological achievements. Some of the priorities for the development of higher education in B&H have been presented, where in the context of scientific research work for the 2016-2026 period, providing all of the public higher education institutions with ICT equipment is planned, which indicates that the teachers working in these institutions must possess the competencies for their utilization, especially because institutions of higher education should play the role of one of the main promoters of lifelong learning.

scholarly journals Lifelong learning opportunities through MOOCs in India

2020 ◽  
Vol 15 (1) ◽  
pp. 83-95
Author(s):  
Ritimoni Bordoloi ◽  
Prasenjit Das ◽  
Kandarpa Das
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Online Courses ◽  
Learning Opportunities ◽  
Content Type ◽  
Global Form ◽  
The People ◽  
The World ◽  
Indian Higher Education ◽  
Made In

PurposeLifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.Design/methodology/approachWhile writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.FindingsThe literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.Research limitations/implicationsThe discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.Practical implicationsIt is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.Social implicationsThis paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessityOriginality/valueThis paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.

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