scholarly journals The Conceptual Foundations of Lifelong Learning in Kazakhstan: Process Modeling

2021 ◽  
Vol 16 (17) ◽  
pp. 60
Author(s):  
Serik Omirbayev ◽  
Darkhan Akhmed-Zaki ◽  
Aidos Mukhatayev ◽  
Andrii Biloshchytskyi ◽  
Khanat Kassenov ◽  
...  
Keyword(s):  
Best Practices ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Informal Education ◽  
Well Being ◽  
Global Trends ◽  
Formal And Informal Learning ◽  
Basic Competencies ◽  
The Republic ◽  
Conceptual Foundations

Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The purpose of this study is to build the concept of the LLL system for the Republic of Kazakhstan based on the methodology of education and international best practices, as well as global trends in the development of education. The key idea of the study is to justify the LLL system, which provides coverage of the country's population with formal, non-formal and informal learning to increase its competitiveness and basic competencies to the level of the OECD countries. To do this, we propose mechanisms that allow us to fully recognize the learning outcomes of formal, non-formal and informal education. These ideas were proposed by the authors to the Kazakhstan’s Government on the development of the Concept of Lifelong Learning.

scholarly journals GLOBAL TRENDS OF ADULT EDUCATION IN THE UNESCO’S DOCUMENTS

2019 ◽  
Vol 2 (16) ◽  
pp. 28-38
Author(s):  
Олена Василенко
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Community Education ◽  
Learning Activity ◽  
Global Trends ◽  
Knowledge Based ◽  
Formal And Informal Learning ◽  
Citizenship Skills

The article is devoted to the problem of global trends and directions of development in adult learning and education that are considered in UNESCO’s documents. It is noted that UNESCO, as a specialized agency of the United Nations, promotes international cooperation in education, science and culture, its priorities include the achievement of quality education for all and lifelong learning, as well as the creation of an inclusive knowledge-based society through information and communication. The author summarizes that UNESCO as a world international organization has a crucial significance in promoting and developing adult learning and education through adopting a number of documents, concepts and reports that define mainstream trends and development directions. The latest may be referred to the following: replacement the concept of Development of Adult Education with the Adult Learning and Education, widening by this way sphere of its implementation; defining three core learning domains in the field of ALE as: literacy and basic skills; continuing education and professional development; liberal and community education (active citizenship skills); confirming the paradigm of traditional distinction between three basic categories of learning activity: formal, non-formal and informal learning; noting, however, that there should be a distinction between purposeful informal learning and random informal learning. It is noted in the article that the efforts of numerous UNESCO organizations are focused on specific areas that need improvement, such as: giving everyone a fair chance at education so that everyone has equal access to adult education; a significant increase in participation in adult learning and education in order to achieve equal progress in adult education and learning in different countries, etc. Key words: the UNESCO, lifelong learning, adult education, adult learning and education, formal, non-formal and informal learning, equal participation

Blockchain Technology as a Bridging Infrastructure Among Formal, Non-Formal, and Informal Learning Processes

2021 ◽  
pp. 959-970
Author(s):  
Aras Bozkurt ◽  
Hasan Ucar
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Educational Experiences ◽  
Learning Processes ◽  
Web 3.0 ◽  
Blockchain Technology ◽  
Distributed Ledger ◽  
Distributed Ledger Technology ◽  
Educational Processes ◽  
Formal And Informal Learning

Blockchain is an online decentralized and distributed ledger technology that has the ability to keep and track records in a safe, verifiable, and transparent manner. More significantly, it has an infrastructure that is compatible with Web 3.0, which offers great potential for lifelong learning. This chapter explains the different modalities of learning (formal, non-formal, informal), blockchain technology, and its current use in educational processes. Based on the findings, the authors suggest that blockchain technology can be used to connect and interlink different educational experiences that occur in different educational modalities, enabling us to evaluate educational processes holistically and thus promote lifelong learning through the use of cutting-edge technologies.

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 Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

scholarly journals KEMASAN IDEOLOGI DALAM PESANTREN

2020 ◽  
Vol 1 (2) ◽  
pp. 131-149
Author(s):  
Lilik Ummi Kaltsum
Keyword(s):  
Informal Learning ◽  
Boarding School ◽  
Formal And Informal Learning ◽  
The Republic

The Indonesian Parliament has passed the Pesantren Law. An important point of the Pesantren Law is the state's recognition of pesantren graduates, both formal and informal. Pesantren data from the Ministry of Religion of the Republic of Indonesia is divided; 12,626 pesantren that focus on studying the Book (Yellow), and 15,109 pesantren who study the Book and other educational providers, with a total of 27,735 pesantren in Indonesia.In an Islamic boarding school, an ideological spirit will be found. The kyai will teach his chosen ideology to all students, both in attitude and speech, both in formal and informal learning. Scientific transformation as well as ideology will gradually form a santri figure similar to his kyai. And the pesantren culture continues to be rooted in obedience and loyalty between the kyai and santri. This situation led to the same spirit. This paper will photograph pesantren in packaging certain ideologies. What is the argument for choosing ideology? How do you socialize it?

scholarly journals FORMAL, NONFORMAL AND INFORMAL TEACHING FOREIGN LANGUAGES

2021 ◽  
pp. 150-157
Author(s):  
Ольга Свиридюк
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Informal Education ◽  
Formal Education ◽  
Foreign Languages ◽  
Educational Activity ◽  
Private Institutions ◽  
Formal And Informal Learning ◽  
Language Courses ◽  
The Government

The article considers the content of formal, non-formal, and informal learning of foreign languages. It is noted that formal education is education that is institutionalized, intentional, and planned through public organizations and recognized private institutions and together they create a system of state formal education. Non-formal education is education that is institutionalized, intentional, and planned by the subject of educational activity. Informal education is a form of education that is intentional or conscious, but not institutionalized. The author analyzes the main differences between formal, non-formal, and informal learning. It has been emphasized that learning, whether formal or informal, is intentional and partly accidental, but informal learning is purely accidental. It has been outlined that in the short term it makes more sense and, of course, more accessible to involve volunteers in the organization of social activities that promote non-formal and informal language learning, instead of immediately organizing official language courses. If such measures are properly designed and effectively implemented, they can motivate and encourage students to participate in formal language courses at a later stage. It has been noted that formal education characterizes education on the negative side due to certain limitations, namely the curriculum is based on norms and laws approved by the government/institution, while the students’ needs and interests are not taken into account. When the students’ needs and interests are taken into account, the students will be more interested and more willing to participate in various activities. On the other hand, non-formal education manages to transform the interests and needs of students into a flexible and adapted form of learning.

scholarly journals The Humanitarian Action Qualifications Framework: a quality assurance tool for the Humanitarian Sector

2014 ◽  
Vol 1 (2) ◽  
pp. 429 ◽  
Author(s):  
Bastiaan L. Aardema ◽  
Cristina Churruca Muguruza
Keyword(s):  
Quality Assurance ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Good Practice ◽  
Humanitarian Aid ◽  
Humanitarian Action ◽  
European Universities ◽  
Formal And Informal Learning ◽  
Professional Mobility ◽  
Increasing Demand

The article presents the European Universities on Professionalisation on Humanitarian Action (EUPRHA) Project as an initiative that seeks to contribute to the professionalisation and quality assurance of the humanitarian sector. Its purpose is to explain the approach and the process leading to the development of the Humanitarian Action Qualifications Framework as an example of good practice for other sectors aiming at improving the recognition of qualifications as a precondition of academic and professional mobility. With this aim, it introduces the educational and humanitarian trends that led to this project: the move from transnational qualifications frameworks of which the European Qualifications Framework for Lifelong Learning (EQF) is the best example to sectoral qualifications frameworks and the increasing demand from the sector seeking to determine the competencies and required skills of a professional humanitarian aid worker. Based on the EQF and the Tuning methodology the framework will act as a translating device to make national and sectoral qualifications more readable and promote humanitarian workers’ and learners’ mobility between countries and organisations. It will facilitate inter-system transparency and recognition of (non-)formal and informal learning by linking occupations, skills, competences, and qualifications, thus benefiting the Humanitarian Sector as a whole.

scholarly journals Designing a learning analytics dashboard for Twitter-facilitated teaching

2021 ◽  
Author(s):  
Anatoliy Gruzd ◽  
Nadia Conroy
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Best Practices ◽  
Informal Learning ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Practice ◽  
Formal And Informal Learning ◽  
Course Material

Social media sites are increasingly being adopted to support teaching practice in higher education. Learning Analytics (LA) dashboards can be used to reveal how students engage with course material and others in the class. However, research on the best practices of designing, developing, and evaluating such dashboards to support teaching and learning with social media has been limited. Considering the increasing use of Twitter for both formal and informal learning processes, this paper presents our design process and a LA prototype dashboard developed based on a comprehensive literature review and an online survey among 54 higher education instructors who have used Twitter in their teaching. Keywords : Learning analytics, teaching, dashboards, survey

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