scholarly journals Developing Multilingual Competence and Cultural Awareness through Forms of Non-Formal Learning: A Contribution to Sustainable Employability, Active Citizenship and Social Inclusion

2021 ◽  
Vol 4 (2) ◽  
pp. 93
Author(s):  
Anabela Valente Simões
Keyword(s):  
Lifelong Learning ◽  
Cultural Awareness ◽  
Social Inclusion ◽  
Present Moment ◽  
Active Citizenship ◽  
Pedagogical Practice ◽  
The European Union ◽  
Learning To Learn ◽  
Digital Competence ◽  
Key Competences

We live in a fast-changing world, where breakthrough technological advances have not just disrupted industries but also changed the way we live, work and learn to a degree humankind has never experienced before. As the modern workplace becomes ever more global and interconnected, proficiency in foreign languages (FL) assumes a fundamental role in international business relations. Simultaneously, being able to navigate culturally diverse environments, i.e., understanding how international stakeholders think, work, and express themselves through their attitudes and behaviours is of paramount importance as well. These challenges also raise pressing questions: How can we prepare learners for a global world in constant evaluation? How can we help them develop 21st-century skills as important as critical thinking, creativity, communication, adaptability, digital literacy and cross-cultural understanding? In May 2018, the Council of the European Union (CEU) adopted a Recommendation on Key Competences for Lifelong Learning, a framework that attempts to establish a common understanding of competences needed in the present moment and the future, by emphasising the inter-relatedness of knowledge, skills, attitudes and values. An important reference tool for education and training stakeholders, this recommendation identifies the following key competences: 1) Literacy competence; 2) Multilingual competence; 3) Mathematical competence and competence in science, technology and engineering; 4) Digital competence; 5) Personal, social and learning to learn competence; 6) Civic competence; 7) Entrepreneurship competence; and 8) Cultural awareness and expression competence. The EU Member States are, thus, encouraged to prepare their citizens for changing labour markets and active citizenship in more diverse, mobile, digital, and global societies, and to develop learning at all stages of life. While teacher-guided approaches will remain an important pedagogical practice, the main approach to teaching key competences is through providing learning environments that facilitate active learning, i.e., student-centred settings where open-ended problems and challenges can be solved through debate, experimentation, exploration, and creativity. This paper aims to narrate a non-formal activity carried out within a Business English Communication course taught at the Higher School of Technology and Management of the University of Aveiro (Portugal), in collaboration with an international group of volunteers from the European Solidarity Corps. This initiative sought to contribute to the development of some of the key competences for lifelong learning, especially multilingual skills and cultural sensitivity and expression, but also digital skills and personal and social skills of the participants.

scholarly journals Examination of Teacher Candidates’ Lifelong Learning Competence and Basic Motivation Resources as Parts of Sustainability

2018 ◽  
Vol 11 (1) ◽  
pp. 23 ◽  
Author(s):  
Gökhan Ilgaz ◽  
Menekşe ESKİCİ
Keyword(s):  
Foreign Language ◽  
Lifelong Learning ◽  
Teacher Candidates ◽  
Cultural Awareness ◽  
Communicative Competence ◽  
Female Teacher ◽  
Learning To Learn ◽  
Significant Difference ◽  
Key Competences ◽  
Learning Competence

The purpose of this research is to determine the level of teacher candidates’ lifelong learning competence and basic motivation resources and to examine the lifelong learning competence and basic motivation of teacher candidates in terms of some variables (gender and to be a university student or not). For this purpose, a quantitative study was designed. The research was conducted with 382 teacher candidates being educated in the pedagogical formation program at Trakya University. In this research, “Key Competences for Lifelong Learning Scale” and “Basic Motivation Resources Scale” were used as tools for measurement. As a result of the analyses, it was determined that the basic motivation resources of teacher candidates in all of the dimensions of the scale and lifelong learning competence of teacher candidates except from “communicative competence at a foreign language/s” sub-dimension of the scale are above average. In terms of gender variables, significant difference was found in the “communicative competence at a foreign language/s” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of male teacher candidates and, on the other hand, significant differences were found in the “the competence of learning to learn” and “the competence of cultural awareness and expression” sub-dimension of “Key Competences for Lifelong Learning Scale” in favor of female teacher candidates.

scholarly journals THE PLACE AND ROLE OF TRANSVERSAL KEY COMPETENCES IN VOCATIONAL EDUCATION AND TRAINING IN THE CONTEXT OF LIFE-LONG LEARNING

2021 ◽  
Vol 4 ◽  
pp. 239-250
Author(s):  
Livija Zeiberte
Keyword(s):  
Vocational Education ◽  
Cultural Awareness ◽  
Social Inclusion ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Learning To Learn ◽  
Emergency Situations ◽  
Standard Education ◽  
Key Competences ◽  
And Training

Vocational education and training (VET) plays a central role in the lifelong learning (LLL) continuum. In Europe Union and in Latvia, LLL is recognized and accepted as a tool that promotes human entrepreneurship, employability and resilience, active civic participation, social inclusion and personal self-development. The COVID-19 pandemic has seriously disrupted standard education and training activities, including VET across Europe. Young people entering the workforce at this time will find it harder to secure their first job. VET have to provide people with skills and competences for work which help them to cope with emergency situations and economic shocks and get or create jobs in demand on the labour market. Transversal key competences (TKC) is an essential part of VET. Professional and general competences reflect an individual's ability to work in a specific context, i.e. professional environment; at the same time they presume a set of abilities which we call transversal. The aim of this research is to analyze the process of implementation of  four TKC (learning to learn, social and civic competences, initiative-taking and entrepreneurship, and cultural awareness and expression) in VET curriculum in Latvia. It is part of wider study of the National Centre for Education of Latvia and Erasmus + Srate­gic Partnership project Developing, assessing and validating transversal key competences in the formal initial and continuing vocational education and training (TRACK-VET), (2017–2020). The project produce detailed analysis of the systemic solutions, practices, and techniques in six EU countries regarding development and assessment of TKC. 

scholarly journals Extracurricular Education And Education In The Republic Of Moldova. Context: Social, Political, Economic, Educational

2021 ◽  
Vol 22 (1) ◽  
pp. 296-300
Author(s):  
Marina Cosumov
Keyword(s):  
Lifelong Learning ◽  
Social Inclusion ◽  
Social Evolution ◽  
Point Of View ◽  
Educational Institutions ◽  
Learning To Learn ◽  
Republic Of Moldova ◽  
Sustainable Human Development ◽  
The Republic ◽  
Political Economic

Abstract Education in contemporary society is a strategic resource for sustainable human development, in a space and time determined from a historical, political, cultural, socioeconomic point of view, etc. Lifelong learning has become a fundamental requirement of society under these conditions. Learning to learn and wanting to continually improve are requirements of lifelong learning; responding to them, man learns to be receptive to change, able to anticipate and adapt to them, offering himself as a participant in the process of social evolution due to his intellectual and moral autonomy. The design, organization, functioning and development of the education system in the Republic of Moldova aims at the complementary quality of extracurricular education that takes place in educational institutions and aims to develop the cognitive, affective and action potential of children and young people, to respond to their interests and options for free and its ability to provide additional opportunities for information, documentation, communication, development, social inclusion and self-realization.

scholarly journals KOMPETENCJE CYFROWE PRZYSZŁYCH NAUCZYCIELI JĘZYKÓW OBCYCH I ICH POTENCJALNY WPŁYW NA PLANOWANIE PROCESU DYDAKTYCZNEGO

Neofilolog ◽  
2020 ◽  
pp. 107-123
Author(s):  
Magdalena Maziarz
Keyword(s):  
European Union ◽  
Lifelong Learning ◽  
Media Literacy ◽  
General Level ◽  
Youth Workers ◽  
The European Union ◽  
Digital Competence ◽  
Key Competencies ◽  
Digital Competencies

This article and the study it describes present the results of research on the general level of digital competence of students in the teaching specialization in the context of preparation for the teacher profession and the Council of the European Union recommendation of 22 May 2018 on key competencies for lifelong learning. The results of the research are compared with publicly available reports on the digital competencies of Poles and with the European Media Literacy Standard for Youth Workers (EMELS).

scholarly journals THE PARTICULARITIES OF (SELF-)EDUCATION OF 'LEARNING TO LEARN' IN A PRESCHOOL INSTITUTION

2017 ◽  
Vol 5 ◽  
pp. 827-832
Author(s):  
Goda StonkuvienÄ—
Keyword(s):  
European Union ◽  
Lifelong Learning ◽  
Learning Experiences ◽  
Preschool Education ◽  
Educational Environment ◽  
Preschool Age ◽  
The European Union ◽  
Learning To Learn ◽  
Education Practice ◽  
Applied Education

This article discusses (self-)education of ‘learning to learn’ in a preschool institution. It emphasizes the particularities of this (self-)education in the context of pedagogues’ experiences. The (self‑)education of learning how to learn at a preschool age is an essential foundation for lifelong learning, defined not only in documents of the European Union but also in those of Lithuania and ones regulating preschool education since 2014. This pilot research reveals pedagogues’ experiences in applied education practice, as well as features of the children’s (self-)education in ‘learning to learn’ in a preschool institution. Interviews provide an understanding of pedagogues’ approaches to the structure, planning, and development of the ‘learning to learn’ concept. They also reveal results on how to manage (self‑)education, as determined by the children’s individual learning, experiences and abilities, learning topics initiated by them, and the significance of their educational environment. Pedagogues’ preparedness to develop children’s ‘learning to learn’ is expressed by the need for help necessary for them, to strive towards a more successful (self-)education of children’s ‘learning to learn’ in the preschool institution.

scholarly journals ІКТ-ЗОРІЄНТОВАНІСТЬ ЗМІСТУ ШКІЛЬНОЇ ОСВІТИ В КРАЇНАХ ЄВРОПЕЙСЬКОГО СОЮЗУ

2015 ◽  
Vol 45 (1) ◽  
pp. 21 ◽  
Author(s):  
Olena I. Lokshyna
Keyword(s):  
European Union ◽  
Secondary School ◽  
Lifelong Learning ◽  
School Curriculum ◽  
The European Union ◽  
Education Curriculum ◽  
Reference Framework ◽  
Ict Implementation ◽  
Key Competences ◽  
Primary And Secondary School

The article is devoted to the ICT-orientation of the school education curriculum development in the countries of the European Union after the European Reference Framework of the Key Competences for Lifelong Learning adoption in 2006. The author reveals the approaches of the member states to the ICT implementation into the school curriculum; gives examples of these approaches realization at the primary and secondary school levels; defines the problems which arise during the ICT ideas implementation into the school curriculum.

scholarly journals Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts

2021 ◽  
pp. 1-18
Author(s):  
Natasha Kersh ◽  
Hanna Toiviainen ◽  
George K. Zarifis ◽  
Pirkko Pitkänen
Keyword(s):  
Young Adults ◽  
Adult Education ◽  
Lifelong Learning ◽  
Social Inclusion ◽  
Active Citizenship ◽  
The Social ◽  
Participatory Citizenship ◽  
Political Dimensions ◽  
Social Competences

AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young adults in active social, political and economic participation and engagement. The findings indicate that the social, economic and political dimensions of active citizenship, encompassing the development of social competences, labour market skills as well as civic and political participation, have been related to various educational initiatives (programmes) to engage young adults in active participation. The chapter will open the discussion of the cross-national complexity and interdependencies between adult education, social inclusion and active participatory citizenship, which underpin the dialogue offered in the seven contributions within this book.

scholarly journals Implementation of the Technology of Forming the Gifted Pupils’ Key Competencies

2018 ◽  
pp. 60-79
Author(s):  
Larysa Karpova
Keyword(s):  
Technology Implementation ◽  
Cultural Awareness ◽  
Educational Process ◽  
Average Level ◽  
Control Group ◽  
Digital Competence ◽  
Low Level ◽  
Key Competencies ◽  
Key Competences ◽  
High Level

The article theoretically substantiates the technology of forming the gifted pupils’ key competences at the specially created educational and developing environment. The author focuses attention on the fact that the result of this technology implementation is the formed key competences of gifted pupils, which include: communication in the state language; main competencies in the field of natural sciences and technologies; informational and digital competence; lifelong learning skill; communication in foreign languages; mathematical competence; initiative and enterprise; cultural awareness and self- expression; environmental awareness and healthy lifestyles; social and civic competencies. The article substantiates all structural components, specifies the criteria, and determines the indicators to the chosen criteria and the levels of formedness of the gifted pupils’ key competences. The results of the questionnaires, tests and surveys gave grounds to state mainly the average and low levels of of formedness of the gifted pupils’ key competences. On the basis of the obtained results, it was designed the technology in a specially created educational and developing environment, and the stages of its implementation were substantiated as those: organizational-diagnostic, procedural-accompanying and reflective-corrective. Some changes took place both in the experimental group EG, where the designed technology was implemented, and in the control group CG, where the educational process was traditional. According to the motivational- value component ‒ at the beginning of the experiment, most of the gifted pupils of the EG and CG had an almost equally low level of value attitude to the formation of key competencies, in particular: the high level was diagnosed at 1.62% (EG) and 1.87% (CG); the average level is 35.92% (EG) and 39.18% (CG); the low level of 62.46% (EG) and 58.95% (CG). The repeated diagnostics showed positive changes in the EG and CG groups, however, the changes were more noticeable in the EG and manifested in the rapid growth of the number of gifted pupils with the high level ‒ 75.08% and the average ‒ 24.92%, as well as an absence of the low level pupils. In the CG, despite the fact that the proportion of gifted pupils with the high level was increased from 1.87% to 5.96% and the average level from 39.18% to 66.04%, the presence of gifted pupils with the low level was still recorded 28%. According to the cognitive-operational component, the percentage of EG gifted pupils who showed the high level of knowledge increased significantly from 0.65% to 78%, while in the CG ‒ from 1.12% to 24.85%, and the number of gifted pupils who was reduced to the low level from 57.28% to 2.91% (EG) and from 61.94% to only 21.05%. According to the evaluation-reflection component, the dynamics of formedness was manifested in the ability to carry out reflexion. Thus, in the EG, the low level decreased from 91.9% to 1.9%, while in the CG it decreased from 89.9% to 41.83%, the high level in the EG increased by 31.1%, which is very noticeable in comparison with СG, where positive changes have only occurred at 11.87%. The experimental implementation of the developed technology indicates the positive results of the gifted pupils’ key competencies formation in a specially created educational and developing environment.

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