scholarly journals NON-FORMAL EDUCATION OF ADULTS AS A COMPONENT OF THE "LIFELONG LEARNING " CONCEPT

2020 ◽  
pp. 32-36
Author(s):  
Tatiana BOROVYK ◽  
◽  
Svitlana USTYCHENKO ◽  
Liana KRAVCHENKO ◽  
◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Learning Concept

Professional Growth and Development

2015 ◽  
pp. 165-181
Keyword(s):  
Health Care ◽  
Lifelong Learning ◽  
Professional Growth ◽  
Growth And Development ◽  
Health Care Services ◽  
Formal Education ◽  
Continuous Development ◽  
Care Services ◽  
The Individual

The purpose of this chapter is to explore why a medical professional's career is one of lifelong learning and growth. Even after the period of formal education is over, continuous development and maintenance of skills is essential. Along with this, attention is also directed towards the improvement of health care services at the individual and general levels.

Lifelong learning to empowerment: beyond formal education

2020 ◽  
pp. 69-86
Author(s):  
Alexis Carr ◽  
K. Balasubramanian ◽  
Rosemary Atieno ◽  
James Onyango
Keyword(s):  
Lifelong Learning ◽  
Formal Education

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

scholarly journals LIFELONG LEARNING AS A PRIORITY AREA AND A CONDITION FOR SUCCESSFUL PERSONAL CAREER DEVELOPMENT

2021 ◽  
pp. 466-472
Author(s):  
Elmira Sabirovna Pshembayeva ◽  
Nelli Emilevna Pfeifer
Keyword(s):  
Career Development ◽  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Basic Principles ◽  
The Republic ◽  
The Individual ◽  
Personal Career ◽  
Education Process ◽  
Individual Human

The article is devoted to the study of the organization of lifelong learning process as a condition for the individual’s successful career development. The importance of the accession of the Republic of Kazakhstan to the European educational space is determined. Continuity of the education process, today, is one of the basic principles in the educational policy of Kazakhstan. The article presents the characteristics of such concepts as «formal education», «non-formal education», «informal education», according to the special terminology of UNESCO (formal education is a process of acquiring knowledge that takes place in a well-organized and hierarchically ordered context, culminating in the issuance of a state sample; non-formal education, in turn, is characterized by the acquisition of knowledge outside the specialized educational space; informal education is an individual human activity aimed at the cognitive process and does not always have a specific result). The article proves the need to merge formal, non-formal and informal education, which, in turn, makes it possible to prepare a person for life in a rapidly changing environment and ensure full-fledged career development of the individual, preserving his individuality, and satisfying his career and life needs.

scholarly journals Impact of COVID-19 on SMEs and the Role of Digitalization

2021 ◽  
pp. 10-17
Author(s):  
Ileana Hamburg
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Rapid Change ◽  
Learning Approaches ◽  
Goods And Services ◽  
Recovery Processes ◽  
Skill Gaps ◽  
National Economies ◽  
The Impact

Small and medium sized companies (SMEs) should be drivers for national economies, also providing opportunities for socio-economic participation and mobility. But SMEs, more than bigger companies, have experienced difficulties during Covid-19 due to less customer demand for goods and services, limited resources and problems with digitalization. All these facts require rapid change in SME strategies. Based on literature research and on work with SMEs undertaken by the author during European projects, the goal of this communication paper is to illustrate some difficulties experienced by SMEs due to COVID-19 and problems they have with digitalization and skill gaps, as well as measures which could help them. First, the impact of Covid-19 on SMEs and the role of digitalization in their recovery and further developments are presented. Second, certain structures required within SMEs and necessary skills and competences are described in this context. Proposals are then made for reskilling processes within workplace learning and other learning approaches to improve the skills and competences necessary for SME recovery processes. Lifelong learning (LLL) plays an important role in addressing the skills gap between what students have traditionally learned in formal education and the needs of employers and the labor market. LLL should be more connected with other forms of training/learning, digitally supported, interdisciplinary and practically oriented in order to contribute towards achieving the new skills and competences necessary during and after the COVID-19 pandemic and to promote digitalization as a driver to success. The paper also presents examples of the work of the Study Group Lifelong Learning of the IAT, coordinated by the author, and conclusions.

scholarly journals Application of technologies of formal and non-formal education for continuous professional development of the modern specialist

2020 ◽  
Vol 13 (32) ◽  
pp. 1-24
Author(s):  
Viktoriia Sydorenko ◽  
Inna Shorobura ◽  
Anna Ponomarenko ◽  
Maryna Dei ◽  
Oksana Dzhus
Keyword(s):  
Adult Learning ◽  
Continuing Education ◽  
Lifelong Learning ◽  
Formal Education ◽  
Digital Technologies ◽  
Key Stakeholders ◽  
Self Development ◽  
Efficiency And Effectiveness ◽  
Professional Self ◽  
Interview Questionnaire

The article considers the technology of formal and non-formal education as a factor of improving the quality, efficiency and effectiveness of lifelong learning of adults, their continuous personal and professional self-development and self-realization in accordance with an individual educational trajectory. In the study, the following methods were used: expert survey, interview, questionnaire, testing, observation, analysis of documents. The content, essence, principles of application of interactive, acmeological, andragogical and digital technologies are described, which ensure the effective functioning of the content of adult learning, meet the interests, requests and needs of customers of educational services, employers and key stakeholders. On the basis of comprehensive permanent monitoring, the effectiveness of the use of continuing education technologies for the training of a modern specialist has been experimentally tested. The results of the research can be used in the process of modernizing the system of continuing education, the organization of adult lifelong learning.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals PREVENTING THE PRE-SICK CONDITIONS OF THOSE WHO PRACTICE LIFELONG LEARNING

2021 ◽  
Vol 74 (1) ◽  
pp. 107-111
Author(s):  
Тetiana І. Міyer ◽  
Larysa S. Holodiuk ◽  
Valentyn О. Savosh
Keyword(s):  
Lifelong Learning ◽  
Formal Education ◽  
Practical Significance ◽  
Professional Activity ◽  
Full Time ◽  
Emotional States ◽  
Mental Processes ◽  
Education Access ◽  
Innovation In Education ◽  
Self Actualization

The aim: Disclosure of the results of the study of the expediency of considering the fluidity of mental processes in the triad “organism – personality Disclosure of the results of the study of the expediency of considering the fluidity of mental processes in the triad “organism – personality – environment” and the alternate stages of the dynamics of performance to prevent the occurrence of pre-painful conditions in students, combining professional activity with formal education. Materials and methods: The complex of research methods is used in the work: general scientific (analysis, synthesis, comparison, systematization, generalization) and empirical (observations, discussions, questionnaires). The research was carried out within the framework of the international project “AHIA” (innovation in education; access mode: https://sites.google.com/view/project-axia/). The Spielberger-Hanin questionnaire was used to achieve the stated purpose of the study, the purpose of which was to assess reactive and personal anxiety. Results: The results of a study aimed at organizing a lifelong learning process based on mental processes and stages of performance dynamics showed that the likelihood of pre-painful conditions in those who combine full-time education in higher education with professional activity significantly decreases their self-actualization. Educational events taking place here and now, and recognizing the theoretical and practical significance of the educational material at the level of intrinsic motives. It is established that the likelihood of pre-morbid conditions in those who learn during life significantly increases in the case of reduced functional reserves of their body as a result of the intense and prolonged performance of educational activities with the simultaneous experience of “negatively” colored actual emotional states, generated by activities or events ) experiences of relationships in professional activity, family, family, etc. Conclusions: The proposed article describes the effectiveness and appropriateness of using mental processes and stages of performance dynamics as a means to prevent the onset of painful conditions in lifelong learners.

scholarly journals MOOCS for Lifelong Learning, Equity, and Liberation

2021 ◽  
Author(s):  
Ebba Ossiannilsson
Keyword(s):  
Sustainable Development ◽  
Human Rights ◽  
Lifelong Learning ◽  
Formal Education ◽  
Educational Experiences ◽  
Learning Opportunities ◽  
Quality Education ◽  
Education For All ◽  
Human Right ◽  
Global Initiatives

Quality education for all is both a human right based on social justice and liberation and a force for sustainable development and peace. The goal of education for all is stated in United Nations UNESCO Sustainability Goal 4, 2030 Agenda, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. This chapter is based on a systematic literature review. In this chapter, the focus is on global initiatives in education as a global common. The findings support that knowledge is a universal entity constructed by individuals, and it belongs to anyone anywhere and at any time. The year 2012 was dubbed the Year of the MOOC, but because of the COVID-19 pandemic, 2020 marked another milestone. MOOCs have dramatically changed the way people learn, and how to access knowledge. MOOCs offer an affordable, flexible way to learn new skills, advance a career, and deliver quality educational experiences. MOOCs have the potential to help individuals enjoy learning and acquire knowledge in a variety of ways. In the changing learning landscapes and the futures of learning, MOOCs can play a variety of roles, such as stand-alone courses in informal and non-formal learning and modules integrated into formal education. It is time to develop and offer more agile, seamless, rhizomatic learning opportunities that promote human rights equity and liberation.

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