The Professional Development of Adult Educators: The Case of the Lifelong Learning Centres (L.L.C) in the Prefecture of Evros, Greece

Continuing professional development (CPD) is a lifelong learning approach to maintain and enhance professional competencies. This cross-sectional study aimed to examine the pharmacists’ preferred CPD activities and barriers to CPD participation. A survey instrument was distributed to all government pharmacists (N=3876) in Malaysia. The response rate was 29.2 %. The majority of the pharmacists (92%) believed that engaging in CPD would improve their performances in their current role. Almost 90% of the respondents preferred to participate in CPD activities associated with continuing education such as workshops and conferences attendance. Barriers to CPD participation were current job constraints, lack of time, and accessibility in terms of travel and cost. It is important to address these issues before the implementation of mandatory CPD for pharmacists in Malaysia.

Download Full-text

Deconstructing Professionalism

International Journal of Actor-Network Theory and Technological Innovation ◽

10.4018/jantti.2011100103 ◽

2011 ◽

Vol 3 (4) ◽

pp. 22-31 ◽

Cited By ~ 2

Author(s):

Jonathan Tummons

Keyword(s):

Professional Development ◽

Lifelong Learning ◽

Network Theory ◽

Lived Experiences ◽

Professional Knowledge ◽

Actor Network Theory ◽

Professional Standards ◽

Actor Network ◽

The Uk

The problematisation of the professional standards for teachers in the UK lifelong learning sector tends to focus on the discourses that the standards embody: discourses that are posited as being based on a restricted or technicist model of professionalism, that fail sufficiently to recognise the lived experiences of teachers within the sector both in terms of professional knowledge and competences, and professional development. This paper takes a different approach, drawing on a branch of material semiotics – actor-network theory – in order to shift the locus of problematisation away from what the standards might mean, to how the standards are physically assembled or instantiated. The paper concludes by suggesting that a first point of problematisation rests not in the discourses that the standards embody, but in the inherent fragilities of any material artefact that has the intention of carrying meaning across spatial, institutional or temporal boundaries.

Download Full-text

A felnőttnevelési szakemberek formális kiképzési útjai Magyarországon

Opus et Educatio ◽

10.3311/ope.405 ◽

2020 ◽

Vol 7 (4) ◽

Author(s):

Viktória Beszédes

Keyword(s):

Professional Development ◽

Adult Education ◽

Lifelong Learning ◽

European Commission ◽

Empirical Research ◽

International Research ◽

Professional Training ◽

Education Professionals ◽

European Area ◽

Education Professional

A felnőttnevelési szakemberek szakmai fejlesztésének kérdésköre a 2000-es évek után nyert létjogosultságot Európa-szerte, amelyhez hozzájárult a Making a European Area of Lifelong Learning a Reality dokumentum megjelenése (European Commission, 2001). A tanulmány érzékelteti, hogy a felnőttnevelési szakemberképzés témaköre egyre nagyobb teret nyer a nemzetközi kutatási szférában, a nemzeti szakmai tanulmányok áttekintésének eredménye alapján arra következtet, hogy Magyarországon továbbra is csekély mértékben valósulnak meg elméleti és főként empirikus vizsgálatok a felnőttnevelési szakemberek professzionalizációjának kérdéskörében. The issue of professional development for adult education professionals gained legitimacy across Europe after the 2000s, helped by the publication of the document Making a European Area of Lifelong Learning a Reality (European Commission, 2001).The study shows that the topic of adult education professional training is gaining more and more ground in the international research sphere, with an overview of national professional studies.Based on the results of its work, it concludes that in Hungary, there is still a small amount of theoretical and mainly empirical research on the issue of professionalisation of adult education professionals.

Download Full-text

Empathy in Adult Education

Andragoška spoznanja ◽

10.4312/as.21.3.65-73 ◽

2015 ◽

Vol 21 (3) ◽

pp. 65-73

Author(s):

Natalija Vrečer

Keyword(s):

Adult Education ◽

Lifelong Learning ◽

Learning Process ◽

Interpersonal Relations ◽

Educational Process ◽

Intercultural Dialogue ◽

Adult Educators ◽

Human Relations ◽

Full Extent ◽

Intercultural Competencies

Empathy is an important part of emotional intelligence and the latter is crucial for human relations, whether they be interpersonal relations, relations among people at work, or in a wider community. Therefore, empathy is important for adult education, for guidance counsellors, and for other adult educators. Adult educators must be empathic in order to understand the perspectives and needs of the participants in the educational process and empathy is a precondition for understanding. The development of empathy as a competence is a lifelong learning process. Namely, despite some biological predispositions for empathy, the latter can be learnt. It is the contention of the article that empathy is one of the most important intercultural competencies, because if a person is not empathic, other intercultural competencies vary rarely cannot develop to their full extent. Thus empathy is a precondition for successful intercultural dialogue.

Download Full-text

Reimagining Reflective Practice as Lifelong Learning for Professional Development Within Christian Ministry

Reimagining Christian Education ◽

10.1007/978-981-13-0851-2_12 ◽

2018 ◽

pp. 163-174

Author(s):

Graham James O’Brien

Keyword(s):

Professional Development ◽

Lifelong Learning ◽

Reflective Practice

Download Full-text

The Role of Non-Governmental Organizations in Promoting Lifelong Learning in Botswana

Advances in Electronic Government, Digital Divide, and Regional Development - Learning Cities, Town Planning, and the Creation of Livelihoods ◽

10.4018/978-1-5225-8134-5.ch011 ◽

2019 ◽

pp. 190-204

Author(s):

Dama Mosweunyane

Keyword(s):

Professional Development ◽

Lifelong Learning ◽

Specialized Training ◽

Governmental Organizations ◽

Non Governmental Organizations ◽

School Learning ◽

The Government

This chapter discusses the role non-governmental organizations (NGOs) play within Botswana. It states that NGOs are useful instruments for learning generally, but particularly they serve as vehicles for lifelong learning. The chapter highlights the fact that NGOs have established the earliest schools in Botswana. However, when it was found that schools alone were not enough to take on the challenges of a Botswana that was growing more complex by the day, NGOs began to complement school learning with specialized training in centers for vocational and professional development. The Government of Botswana came to support NGOs through the development of an NGO policy whose aim is to forge a closer government-NGO cooperation in the promotion of lifelong learning in the country.

Download Full-text