Demonstrate and Encourage Lifelong Learning and Development

2018 ◽  
pp. 73-82
Keyword(s):  
Lifelong Learning ◽  
Learning And Development

Benin: Governance, lifelong learning and development

2021 ◽  
pp. 147797142199941
Author(s):  
Idowu Biao
Keyword(s):  
Lifelong Learning ◽  
Analysis Method ◽  
Learning And Development ◽  
Thematic Content Analysis ◽  
National Education ◽  
Know How ◽  
Content Analysis Method ◽  
Preparation Period ◽  
Independence Era ◽  
Access To Knowledge

This article analyses and identifies the extent to which the different pre- and post-independence typologies of governance in Benin have facilitated the promotion of lifelong learning as instrument for development. Relying on the thematic content analysis method, the article identifies three themes and three main typologies of governance spanning the independence preparation period and post-independence era. Of the three styles of governance, only the Marxist–Leninist government succeeded in promoting lifelong learning by default. Lifelong learning being one type of learning that promotes the re-engineering of society through the constant dissemination of knowledge, information and know-how and through the constant retooling of the citizenry for purpose of investment of their talents in ever renewable ways, Benin is called upon to prioritise the promotion of lifelong learning soon. Specifically, Benin has been advised to restructure her national educational sector by bringing the whole sector under one Minister of Education with a view to enabling a seamless interaction across all sections of the national education. This restructuring as described in Figure 1 within the article, would facilitate timeous access to knowledge, information and skills that would enable individuals to participate in different sectors of the economy and thereby advance rapid national socio-economic development.

scholarly journals Early Childhood Education and Care System in Finland

2017 ◽  
Vol 5 (2) ◽  
pp. 135-154 ◽  
Author(s):  
Jenni Salminen
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Lifelong Learning ◽  
Primary Education ◽  
Day Care ◽  
Early Education ◽  
Learning And Development ◽  
Childhood Education ◽  
Education And Care ◽  
The Continuum

In Finland, Early Childhood Education and Care (ECEC) includes day care arrangements offered to families (care) along with goal-oriented early childhood education (early education and teaching) provided for children prior to transitioning to primary education. ECEC is therefore seen to build a coherent starting phase within the continuum of lifelong learning. ECEC follows the “educare” principle, which emphasizes the simultaneous consideration for children’s education, teaching, and care as the foundation of pedagogical activity, which is at the same time strongly rooted in the idea of learning and development as a holistic experience. The aim of this article is to provide an overview of the Finnish ECEC system, introduce its societal, organizational and curricular preconditions and discuss the current tensions and challenges faced.

scholarly journals Social Partners: out with Early Exit, in with Learning and Career Development for Senior Employees?

2012 ◽  
pp. 99-117
Author(s):  
Tarja Tikkanen
Keyword(s):  
Career Development ◽  
Lifelong Learning ◽  
Older Workers ◽  
Good Work ◽  
Learning And Development ◽  
Policy And Practice ◽  
Early Exit ◽  
Active Approach ◽  
The Social ◽  
Social Partners

The purpose of the paper is to present findings from a Nordic survey on social partners' policy and practice in regards of the older workers. The survey aimed to find out to what extent the social partners have developed policies and outlined strategies, which explicitly address the demographic change and promote opportunities for lifelong learning and career development among their senior members (45+). The survey was carried out as a part of the work in the network Older workers in the Nordic countries (Own) supported by the Nordic Council. The findings showed, on one hand, that while some social partners have started very good work, for many others the issues of lifelong learning and opportunities for career development for older workers are not on their agenda. The study concludes that there is a need for a more active approach from social partners to provide support and encouragement for learning and development for their senior members.

scholarly journals The Lived Experience of a Doctoral Student: The Process of Learning and Becoming

2015 ◽  
Author(s):  
Betina Callary ◽  
Penny Werthner ◽  
Pierre Trudel
Keyword(s):  
Faculty Member ◽  
Lifelong Learning ◽  
Lived Experience ◽  
Doctoral Student ◽  
Learning And Development ◽  
Reflective Journal ◽  
Self Study ◽  
New Mother ◽  
Journal Entries

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this qualitative self-study, I kept a detailed personal, professional, and academic reflective journal over four years and used the journal entries as data to explore the process of learning. The results reveal my ‘process of becoming’, moving from a beginner PhD student to an aspiring professor and new mother. The results are discussed in light of how I learned during the four years of the PhD, and how my lifetime of previous experiences influenced the learning that occurred.

From Followers to Leaders

2021 ◽  
pp. 191-203
Author(s):  
Leodis Scott ◽  
Joanne E. Howard ◽  
Diane M. Howard ◽  
Angela C. Freeman
Keyword(s):  
Transformational Leadership ◽  
Lifelong Learning ◽  
Learning And Development ◽  
Leadership Theories ◽  
Concern For Others ◽  
Traditional Leadership ◽  
Member Exchange ◽  
First Time ◽  
Leadership Approaches

The aim of this chapter is to respond to the emerging scholarship regarding first-time leaders and their situational and potential lifelong learning environment. While transformational leadership may be the long-term goal, this chapter explains how the process of other traditional leadership theories can help assess and build upon its effectiveness. In this regard, this chapter argues that transformational leadership can be conceptually understood through five other supporting leadership theories, namely behavioral, psychodynamic, situational, path-goal, and leader-member exchange. Thus, there are essential characteristics from traditional leadership theories and others that can help aspiring transformational first-time leaders. Through lifelong learning and development of these leadership approaches, culminating characteristics for aspiring transformational first-time leaders must include not only motivation and morality, but also care and concern for others.

scholarly journals Upskilling Initiatives By IT Companies in the Age of Industry 4.0

2020 ◽  
Vol 9 (1) ◽  
pp. 262-270
Keyword(s):  
Labour Market ◽  
Lifelong Learning ◽  
Industry 4.0 ◽  
Core Values ◽  
Annual Reports ◽  
Development Programs ◽  
Learning And Development ◽  
Socially Responsible ◽  
Job Opportunities ◽  
The Future

As the types of skills required on the labour market shift rapidly, individual employees will need to engage in lifelong learning. This is not only to remain employable but to pursue satisfying and rewarding careers that enable them to optimize their job opportunities. Reskilling and upskilling programs would be crucial for businesses if they are to attract the talent they need and lead to socially responsible solutions to the future of jobs. This study has focused to understand the level of awareness the top five Indian IT companies have on Industry 4.0 and what are the practices that they follow to tackle the threat of digitization to their employees. This has been evaluated by studying the learning and development practices, the mission, vision, values of the organization from the homepage of their website and also their annual reports for the year 2018-19. This study would be useful to other organizations in the industry in getting an idea of what are the L&D practices the top five organizations has been doing. The chosen top companies can have a look at the current programs being practised by them and the improvements that can be brought up to upskill and reskill their employees. All organizations chosen for study has been carrying out upskilling or reskilling initiatives along with other learning and development programs. Three organizations have elements of learning inculcated in their core values whereas all five of them have no elements of learning or digitization mentioned in their mission and vision statement.

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