Miscellaneous Thoughts on Continuing Education in Lifelong Learning System

The article deals with the challenges related to the integration of the labor market system in Bulgaria, on one hand, and the systems of education and training, on the other. Its objective is to analyze the country’s lifelong learning system and, in particular, its aspects related to the mapping, development and validation of skills. The study is aimed at identifying the impact which the aforementioned processes have on labor market skills matching. The analysis covers responsible institutions, stakeholders and partnerships, as well as the main strategies in the field of lifelong learning in Bulgaria. An overview of the measures in support of the access of individuals within active working age to continuing education has been made.

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, (Foreign Experience of Lifelong Learning, Motives of Continuing Education in Russia and the Best Practices of Additional Professional Education)

SSRN Electronic Journal ◽

10.2139/ssrn.2626469 ◽

2015 ◽

Author(s):

Gulnara Krasnova ◽

Elena Polushkina

Keyword(s):

Best Practices ◽

Continuing Education ◽

Lifelong Learning ◽

Professional Education ◽

Foreign Experience

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Continuing Professional Development: Views and Barriers Toward Participation Among Malaysian Pharmacists

The European Journal of Social & Behavioural Sciences ◽

10.15405/ejsbs.2013.1.6 ◽

2013 ◽

Vol 4 (1) ◽

pp. 45-55

Author(s):

Zoriah Aziz ◽

Chong Nyuk Jet ◽

Sameerah Shaikh Abdul Rahman

Keyword(s):

Professional Development ◽

Continuing Education ◽

Lifelong Learning ◽

Response Rate ◽

Continuing Professional Development ◽

Cross Sectional Study ◽

Learning Approach ◽

Sectional Study ◽

Cross Sectional ◽

Current Role

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.

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Planning for lifelong education

Industry and Higher Education ◽

10.1177/095042228800200206 ◽

1988 ◽

Vol 2 (2) ◽

pp. 91-97 ◽

Cited By ~ 2

Author(s):

William A. Weimer

Keyword(s):

Continuing Education ◽

Lifelong Learning ◽

Cost Effective ◽

Educational Institutions ◽

Lifelong Education ◽

Industrial Firms ◽

Large Market ◽

Business Of Education

Continuing education has become a large market with participation by industrial firms, educational institutions and firms in the business of education. Both education and industry should develop strategies for their involvement in continuing education. Both should commit to the concept of lifelong learning as essential for their success. Both should consider cooperative projects as one of the most cost-effective ways of providing continuing education. Both should improve communication with each other to improve our capability to identify appropriate joint projects and to improve our management of them.

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Reimagining STEM Education and Training with e-REAL. 3D and Holographic Visualization, Immersive and Interactive Learning for an Effective Flipped Classroom

International Journal of Advanced Corporate Learning (iJAC) ◽

10.3991/ijac.v10i2.7407 ◽

2017 ◽

Vol 10 (2) ◽

pp. 63

Author(s):

Fernando Salvetti ◽

Barbara Bertagni

Keyword(s):

Continuing Education ◽

Stem Education ◽

Workplace Learning ◽

Flipped Classroom ◽

Soft Skills ◽

Learning System ◽

Skills Development ◽

Medical Simulation ◽

Font Size ◽

And Training

While the 19th and the 20th centuries were, in education, mainly about standardization, the 21st century is about visualization, interaction, customization, gamification and flipped teaching. What today we know about learning from cognitive psychology is that people learn by practicing, with feedback to tell them what they're doing right and wrong and how to get better. For STEM education, that means they need to practice thinking like a scientist in the field. So e-REAL is a cornerstone: developed as workplace learning system in a number of fields (from medical simulation to soft skills development within the continuing education), it’s an ideal solution to root a practical – but not simplicistic - approach for STEM education.

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

Continuing Professional Education Theory and Practice ◽

10.28925/1609-8595.2020.2.11 ◽

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

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Lifelong Learning for Agency Fisheries Professionals: What are the Continuing Education Needs?

Fisheries ◽

10.1577/1548-8446(1995)020<0010:llfafp>2.0.co;2 ◽

1995 ◽

Vol 20 (7) ◽

pp. 10-16 ◽

Cited By ~ 2

Author(s):

William F. Murphy ◽

Gerald H. Cross ◽

Louis A. Helfrich

Keyword(s):

Continuing Education ◽

Lifelong Learning ◽

Education Needs

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The Methodological Underdog: A Review of Quantitative Research in the Key Adult Education Journals

Adult Education Quarterly ◽

10.1177/0741713617739347 ◽

2017 ◽

Vol 68 (1) ◽

pp. 63-79 ◽

Cited By ~ 13

Author(s):

Ellen Boeren

Keyword(s):

Data Mining ◽

Qualitative Research ◽

Education Research ◽

Adult Education ◽

Continuing Education ◽

Lifelong Learning ◽

Quantitative Research ◽

Critical Discussion ◽

Journal Articles ◽

Quantitative And Qualitative Research

An examination of articles published in leading adult education journals demonstrates that qualitative research dominates. To better understand this situation, a review of journal articles reporting on quantitative research has been undertaken by the author of this article. Differences in methodological strengths and weaknesses between quantitative and qualitative research are discussed, followed by a data mining exercise on 1,089 journal articles published in Adult Education Quarterly, Studies in Continuing Education, and International Journal of Lifelong Learning. A categorization of quantitative adult education research is presented, as well as a critical discussion on why quantitative adult education does not seem to be widespread in the key adult education journals.

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