scholarly journals IMPLEMENTATION OF THE CONTINUING EDUCATION CONCEPT IN THE EUROPEAN EDUCATIONAL AREA: REGULATORY PROVISION

2020 ◽  
pp. 78-84
Author(s):  
Svitlana Sysoieva ◽  
Olena Protsenko
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Education System ◽  
Professional Education ◽  
Educational Activity ◽  
High Tech ◽  
Access To Education ◽  
The European Union ◽  
Eu Countries ◽  
Education Concept

The article reveals the European context of the meaning of the «continuing education» concept, which is interpreted in the Memorandum on Lifelong Learning as a purposeful educational activity conducted on an ongoing basis to improve the knowledge, skills and abilities of citizens and is a basic principle of the education system. Continuing education has become a key element in the European Union definition of strategies to build the world’s most competitive and dynamic knowledge-based society. The analysis of international documents adopted by EU countries showed that the implementation of continuing education strategies in national systems is recognized as one of the priority areas and fundamental principles of educational system development in EU countries, which direct the national policy of their countries to implement the concept of lifelong learning and encourage higher education institutions increase access to education for different age groups. The system of continuing education is divided into three components. The first – additional professional education – contributes to the formation of the professional basis of human resources of the modern high-tech economy. The second component of the system of continuing education provides various groups with the opportunity to adapt to changing living conditions. The third component of the system of continuing education provides for the satisfaction of various individual educational needs of citizens. The implementation of the concept of continuing education is aimed at covering the educational programs of all people – from the youngest to the elderly. Attention is focused on finding ways to democratize access to education, increase the value of knowledge, increase investment in education and bring it closer to the consumer. The study and analysis of international documents on continuing education is necessary for the further development of the education system of Ukraine, which corresponds to the general trend of development of education systems in European and global space

scholarly journals Crucial Directions of the Development of Continuing Education in Russia. Aspects of Quality

2019 ◽  
Vol 2 (2) ◽  
pp. 14-24
Author(s):  
Martynenko Elena Viktorovna ◽  
Parkhitko Nickolay Petrovich
Keyword(s):  
Continuing Education ◽  
Education System ◽  
Professional Education ◽  
Necessary Conditions ◽  
Structural Features ◽  
Educational Activity ◽  
Lifelong Education ◽  
Functional Relationships ◽  
Innovation Cycle ◽  
The Individual

Abstract The development of the lifelong education system is one of the most important areas of educational activity, which implies the continuity of processes in the systems of preschool, general secondary, primary, secondary, higher, postgraduate and additional professional education. The effectiveness and the possibility of educational activities are determined by the interconnections between the various stages of the innovation cycle, producers and consumers of services; firms, market, government and other social partners. Continuing education can be seen as part of a lifelong learning concept. Continuing education is not just a pedagogical system, characterized by certain structural features, functional relationships and teaching technologies, but also a specific component of the whole society. It becomes continuous, connected with life, and not just final, prescribed to a person during his studies at school, secondary school or university. The development of the lifelong education system allows creating all the necessary conditions to ensure the response of the education system to the dynamically changing needs of the individual, society, and the economy. In addition, many scientists note that the continuing education system plays an important role in the formation of personnel for the innovative development of Russian regions. The development of the lifelong education system is aimed at supporting the competent development of the individual, at implementing the concept of developing education. A competency-based approach to education creates all the necessary conditions for the diverse development of the individual, the formation of competencies and personal qualities that allow effective action in various life situations. The concept of lifelong education is based on the principles of continuity, flexibility, fast dynamics associated with changing needs in the labor market, for the implementation of education “not FOR life, but THROUGH life”. The article is devoted to the problem of implementation of continuing education in Russia and its impact on the quality of education in our country.

Museum as an Active Participant in Continuing Education

2021 ◽  
pp. 225-231
Author(s):  
Irina A. Sizova ◽  
Keyword(s):  
Continuing Education ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Educational Process ◽  
Educational Resources ◽  
Educational Activity ◽  
Online Resources ◽  
High Quality

The article presents a qualitative analysis of museum educational products. These products have been studied in terms of the possibility of their use in formal, non-formal and informal education. Thus, the role of the museum as an actor of continuing education has been determined. The role of continuing education in the educational process is becoming more obvious for most participants, and informal education plays a huge role in this process. It is urgent now to develop high-quality educational environment. Due to museums and their offline and online educational products, it is possible to get success. The author analyzed educational activities of leading Russian and foreign museums. As a result, the possibilities of museums as an educational institution for formal, non-formal and informal education were determined. Formal education is characterized by the network interaction of educational organizations and museums when the museum educational resources are included in the educational process. The largest number of museum educational products in traditional and innovative forms is made for non-formal or supplementary education. The traditional forms of museum educational resources include excursions, game formats for acquaintance with the exposition/exhibition (quests), museum master classes, interactive classes, as well as offline continuing education programs for a professional audience. The innovative forms include intra-museum programs, for example, performances, thematic classes within the museum’s profile, and Internet resources such as pages of official museum sites, online academies of museums, museum groups on social media, official museum channels on YouTube, webinars, virtual museums. Thus, non-formal educations could be in onsite or online training forms. Informal education can apply the museum’s resources both in traditional forms and in an innovative one. The museum online resources such as online museum games, massive open online courses (MOOC), and podcasts have the highest priority in this area. Museums and universities cooperate to get high-quality competitive educational online resources. In conclusion, it is possible to speak about a new stage in the development of museum educational activity. This stage is characterized by increasing attention to professional education by adding formal and non-formal (supplementary) educational programs, and, simultaneously, increasing the role of informal education due to online technology. It should be emphasized that museum staff could develop museum educational products for formal and non-formal education independently, but it is advisable for museums to intensify cooperation with universities to enter the online education market.

scholarly journals Nurses’ Attitudes Toward Lifelong Learning via New Technologies

2020 ◽  
Vol 5 (2) ◽  
pp. 89-102
Author(s):  
Maria Lera ◽  
Kiriaki Taxtsoglou ◽  
Aikaterini Frantzana ◽  
Lambrini Kourkouta
Keyword(s):  
Nursing Education ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Professional Education ◽  
New Technologies ◽  
Original Research ◽  
State Hospitals ◽  
Continuing Nursing Education ◽  
The Mean ◽  
And Behavior

Introduction: Lifelong professional education is considered as a qualitative indicator in the health discipline, as it can improve health professionals’ knowledge and skills, as well as nursing care. Purpose: The purpose of this original research is to examine and record the attitudes and behavior of nurses working in state-run hospitals in the Municipality of Thessaloniki regarding lifelong education through new technologies. Identification of nurses’ motivations for lifelong distance education, recording of nurses’ perception of the need for continuing nursing education, and determining how nurses pursue lifelong learning are the objectives of this study. Methodology: The study was conducted between January and March 2019. The sample of the study consisted of 124 nurses (n = 124) from three state hospitals of the Municipality of Thessaloniki. A questionnaire consisting of 5 parts was used as a research tool. SPSS 23 statistical software platform was used for statistical analysis. Results: The sample consisted of 124 participants, 12 were men and 112 were women. The mean age of the participants was 42.37 years and the mean experience in the field was 16.78 years. Two main reasons for continuing education were attributed to the upgrade of the nursing profession and the need to improve the quality of care provided. Conclusions: Nurses believe that continuing education is essential and their professional knowledge must periodically be enriched and renewed.

scholarly journals Personnel training for high-tech industries in the system of lifelong education

2021 ◽  
Vol 21 (3) ◽  
pp. 263-268
Author(s):  
Anna V. Chursina ◽  
Keyword(s):  
Education System ◽  
Professional Education ◽  
Professional Training ◽  
High Tech ◽  
Lifelong Education ◽  
Personnel Training ◽  
Corporate Education ◽  
Higher Education System ◽  
University Departments ◽  
Cultural Skills

At present the higher education system does not meet the employer’s requests. Therefore, the concept of lifelong education is becoming more and more relevant. One of the aspects of such education is a corporate university which not only provides the necessary knowledge to work for a particular company, but also improves general cultural skills. On the basis of expert interviews (N = 100) conducted in 2017–2019. it was considered as high-tech industries are ready to participate in personnel training in order to have well-trained employees and receive economic profit. Attention is also drawn to the current state of the professional education system. The experts’ opinion on the corporate education, as well as on the basic university departments as one of the forms of such education is pondered upon. The interview is also focused on the effectiveness of continuing education courses. Attention is paid to the problems of insufficient level of professional competencies facing the employers and the possibilities of overcoming them. The experts expressed their opinion on the changes that they would like to see in the professional education system. Possible options for the development of professional training for lifelong education were considered. The article focuses on the interaction between lifelong education institutions and high-tech industries which will help bridge the gap between the education system and real production.

scholarly journals EXPORT OF RUSSIAN MANUFACTURES TO EU COUNTRIES: TENDENCIES, PROBLEMS AND OPPORTUNITIES

2013 ◽  
pp. 139-145
Author(s):  
I. A. Korobkov
Keyword(s):  
European Union ◽  
Economic Development ◽  
Russian Federation ◽  
Western Europe ◽  
Value Added ◽  
High Tech ◽  
The European Union ◽  
Eu Countries ◽  
The Eu ◽  
Value Added Products

The modernization and specialization of the economy in hi-tech and high-value-added goods is the long term goal defined and set forward within the frame of Russian Federation 2020 Concept for the Social and Economic Development. According to the principles and clauses of the abovementioned document these high-tech and high-value-added products in the long run are intended to be exported to the European Union countries. For the foreseeable future EU will remain Russia’s key trade partner and moreover will play an immense and significant role for the integration of the Russian Federation in the international manufacturing and industrial processes. However, considering the high level of economic development of the EU countries and their strong positions in global exports of processed products including hi-tech goods, the export of the manufactures to the EU countries is quite a challenging task for Russia. Currently the manufactures that are supplied to the European Union mainly consist of semi-processed commodities, e.g., metals, diamonds and chemicals. Russian high-value-added products are exported to a limited number of partners; export volumes are comparatively moderate and volatile. However, some high-tech Russian products are successfully exported to the EU countries and meet growing demand from consumers from Central and Western Europe. The share of finished products and high-value-added goods exported to the Central and Eastern Europe slightly exceeds the EU average; the growing machinery and transport equipment sales are determined by an increased supply towards Poland, Slovakia, Bulgaria and Czech Republic.

scholarly journals The development and implementation of ideas of lifelong learning in Europe at the dawn of the 21st century

2018 ◽  
Vol 9 (1) ◽  
pp. 39-49
Author(s):  
Aleksandra Marcinkiewicz-Wilk ◽  
Ewa Jurczyk-Romanowska
Keyword(s):  
Continuing Education ◽  
Lifelong Learning ◽  
Information Society ◽  
Social Capital Theory ◽  
The European Union ◽  
Cultural Changes ◽  
Capital Theory ◽  
The Social ◽  
European Education ◽  
The Eu

Aim. The aim of article is present the changing of idea of lifelong learning. The article focuses on the idea of lifelong learning. The first part shows the essence of lifelong learning. An attempt has been made to organise concepts like: lifelong learning, lifelong training, continuing education and permanent education, as well as education and adult education, to consequently educe the idea of lifelong learning from the concept of continuing education. Methods. It’s used  the literature analysis because of the  theoretical character of a paper. Results. In the paper  was presented how idea of lifelong learning was changing in the time. Furthermore, the article shows the social context of the use of lifelong learning in relation to the theory of human capital and social capital theory as well. The next part of the article concentrates on identifying the most important initiatives of the European Union, the objective of which was the implementation of the idea in Europe. The article presents the aims of the EU programmes that are focused on the implementation of that idea in European education. Conclusions. The development of the idea lifelong learning is referring with a social and cultural changes. This idea is a very important part of EU strategy which main gol is to build the Information Society.

scholarly journals Erasmus+ programs-the need to create a competitive space of the Romanian education system

2020 ◽  
Vol 14 (1) ◽  
pp. 1071-1082
Author(s):  
Luminița-Claudia Corbu
Keyword(s):  
European Union ◽  
Young People ◽  
Lifelong Learning ◽  
Education System ◽  
Social Inclusion ◽  
The European Union ◽  
Community Programs ◽  
Government Decision ◽  
Education Training ◽  
The Government

AbstractThe need to create a competitive framework of the Romanian education system and the current needs of the labor market have aroused the interest of the human resource in the pre-university education, which manifests its interest towards the European funds that can be attracted in the field of education and which are necessary for the creation of a context that raises the education system to the standards of the European Union, a fact also demonstrated by the legislation in force. By the Government Decision no. 76 / 27.01.2005 and the Government Decision no. 67/2007 has been designated the National Agency for Community Programs in the Field of Education and Vocational Training (“Agency”, AN), as an agency for implementing the community programs “Lifelong Learning” (LLP), “Youth in action” (YiA) and Erasmus Mundus from 2007-2013. This document included the Europass National Center, the Eurydice National Unit and the Eurodesk National Office in the AN. In 2013, through the Government Memorandum no. 10988/ 09.12.2013, AN was designated as the Implementing Agency for the Erasmus + program, from 2014-2020, having as a mission the administration of the European Union program that supports the national project for the better change of communities, attitudes and mentalities of individuals. Erasmus + is the EU program in the fields of education, training, youth and sport for the period 2014-2020. Education, training, youth and sport make a significant contribution to combating socio-economic change, to Europe’s greatest challenges by the end of the decade, and to the implementation of the European policies for growth, jobs, equity and social inclusion. Combating the rising unemployment rate - especially among young people, has become one of the most urgent tasks of European governments. Too many young people leave school prematurely, thus risking becoming unemployed and socially marginalized. The same risk threatens many low-skilled adults. The technologies change the way the company operates, so their full use is necessary. European companies need to become more competitive through talent and innovation. Europe needs more cohesive and inclusive societies that enable citizens to play an active role in democratic life. Education and youth activities are essential elements for preventing radicalization through violence and by promoting common European values, social inclusion, enhancing interculturality and a sense of belonging to a community. Erasmus + is an important tool for promoting the integration of people from disadvantaged backgrounds, of newly arrived migrants, responding to critical events affecting European countries. The Erasmus + program aims to help the countries participating in the program to effectively use Europe’s talent and social capital, in a lifelong learning perspective, by linking the support provided to formal, non-formal and informal learning in the fields of education, training and youth.

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