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.

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.

SOCIAL AND ECONOMIC ASPECTS OF RECOGNITION AND VALIDATION OF NON-FORMAL ADULT LEARNING SYSTEM IN GREECE

2020 ◽  
pp. 633-659
Author(s):  
Miltiadis STABOULIS ◽  
Ιrene LAZARIDOU ◽  
Lemonia BOUTSKOU
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Informal Education ◽  
Formal Education ◽  
Social Inequalities ◽  
Community Education ◽  
Learning System ◽  
Educational Activity ◽  
Educational Systems ◽  
Strong Trend

Non-formal and informal aspects of education are nowadays related to the concepts of recurrent and lifelong learning, as literature significantly supports the importance of education, learning and training that takes place outside typical educational institutions. As lifelong learning is the master concept that could shape educational systems and economies, non-formal education includes any organized educational activity outside the established formal systems that serves identifiable learning objectives, while informal education refers to the lifelong process where every individual acquires knowledge, attributes, skills, values and behaviors from daily life’s experience. Furthermore, as there is currently a strong trend worldwide, to include similar practices in internal policy strategies, new alternative terms arise such as community learning, community education, etc. together with many pilot initiatives. During the recent years, such initiatives have already taken place in many countries, proving that similar actions could greatly contribute to individuals’ knowledge and skills enhancement as well as help in mitigating social inequalities, tackle unemployment, achieve a better match between jobs and skills, and thus improve employment through economic development by supporting human capital productivity. Due to the promising advantages of the organized establishment of non-formal and informal education, the present paper focuses on a thorough analysis of the aforementioned concepts and describes the initiative of a relevant research in Greece, conducted by the authors. The research consists of two parts, one that includes a reliable and representable sample of educational organizations (bodies), examining the current ways used to support and certify certain fields of informal education, noting the typical ways currently used to recognize non-formal and informal learning as well as an additional sample of individuals (beneficiaries) that are interested in further support, validation and certification of non-formal education and informal acquired learning. The results are expected to contribute to the process of highlighting information on the intensity of the demand for recognition of prior knowledge through mediation certification procedures by adult education organizations, as well as to the submission of proposals for the operation of the relevant national mechanisms under development in Greece, according to the European Directive 2012.

scholarly journals «FORMAL» AND «NON-FORMAL» EDUCATION IN UKRAINE IN THE CONTEXT OF NEW SOCIO-CULTURAL CHALLENGES

2020 ◽  
Vol 7 (43) ◽  
pp. 61
Author(s):  
M. A. Sukholova
Keyword(s):  
Lifelong Learning ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Cultural Challenges ◽  
Educational Achievements ◽  
The Difference ◽  
Basic Approaches ◽  
The Right ◽  
Official Recognition

The article discusses the definitions of «formal» and «non-formal» education as varieties of lifelong learning in the context of foreign and Ukrainian scholars. The author outlines the semantic field of «lifelong learning» in the coordinates of interdisciplinary research, basic approaches and interpretations of scientists. The author determines essential characteristics of formal, non-formal and informal education; identifies their priorities and key differences that identifies one type from another: formal education from non-formal – the difference lies in the fact that the latter is an addition or an alternative to the formal, as well as in the official recognition or non-recognition by the state or authorized non-state qualification bodies obtained on the basis of educational achievements. The distinctive feature of informal education is that it is not institutionalized and possesses such features as: a period of study, age, gender, regional, religious characteristics, the right to choose an educational institution or facility, training program or field of study, educational and professional programs.Key words: lifelong learning, non-formal education, formal education, informal education.

scholarly journals The importance of non-formal education for the economy of Serbia

2020 ◽  
Vol 8 (2) ◽  
pp. 39-48
Author(s):  
Goran Šormaz
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Rapid Development ◽  
Formal System ◽  
Educational Activity ◽  
Vocational Education And Training ◽  
Leisure Education ◽  
Environmental Media ◽  
General Skills ◽  
The Individual

Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in education resulting from the rapid development of science and technology, as well as economic and social changes, informal education has emerged. This education is an essential and necessary complement to formal education. Non-formal education is defined as any organized educational activity outside the existing formal system, which serves specific users and learning objectives. Non-formal education is provided through activities such as courses, seminars, lectures, conferences, workshops, various types of training, as well as volunteering. The field of non-formal education is very important in Serbia, it enables persons who have not completed formal education or have finished school with which they cannot find a job in the profession, to actually retrain in the process of non-formal education to perform some of the more demanding jobs, or to apply for a job in Serbia, or looking for a job abroad.

scholarly journals J. H. Newman - uloga sveučilišta u intelektualnom i moralnom razvoju čovjeka

Diacovensia ◽  
2017 ◽  
Vol 25 (4) ◽  
pp. 549-565
Author(s):  
Maja Poljak
Keyword(s):  
Informal Education ◽  
University Education ◽  
Moral Formation ◽  
Primary Position ◽  
Basic Principles ◽  
The Third ◽  
Important Means ◽  
The Individual ◽  
The University ◽  
Intellectual Potential

Education belongs among the most important means for the development of human intellectual potential. Whether formal or informal, education has always played an important role both in the life of the individual and in the life of the community. In the paper before us, the author discusses some of the basic principles of educational theory of the English thinker J. H. Newman. The first chapter of the paper discusses man seen as a being of development who needs certain means to help him reach his intellectual excellence. Among these means education holds a primary position. The second chapter brings Newman’s attitude towards the utilitarian concept of university education, and the third chapter deals with the influence of the university on the moral formation of the individual.

scholarly journals The Importance of Lifelong Learning for the Development of Professional Competence of Educators

2019 ◽  
Vol 21 ◽  
Author(s):  
Tihana Kokanović
Keyword(s):  
Professional Identity ◽  
Educational Policy ◽  
Formal Education ◽  
Professional Competence ◽  
Preschool Education ◽  
Professional Community ◽  
Self Assessment ◽  
Graduate Studies ◽  
The Republic ◽  
The Individual

In order for an educator to develop into a competent individual and to continuously strengthen his professional identity, it is of great importance to work on all aspects of lifelong professional development. Since academic year 2009/2010, in the Republic of Croatia, educators have the opportunity to continue their education at university graduate studies in order to acquire and / or develop their competences, knowledge and skills necessary for development of professionalism. It is the responsibility of not just the individual, but a professional community, to enable development of the upbringing profession in all those areas crucial to the advancement of early and preschool education system. Formal education, in this sense, enables acquisition of competences needed to create educational policy within their own institutions. In order to evaluate in which areas and whether educators consider themselves competent, a self-assessment questionnaire for professional competences was developed. The aim of this research is to gain insight into how many educators consider themselves professionally competent for creating educational policy in the institution they work in. Furthermore, this research will examine whether there are differences in self-assessment of professional competences of educators-graduate students who are employed in preschool institutions and educators who completed undergraduate studies, also employed, and on what dimensions there is a correlation between their estimates. Key words: professional competences; educators; upbringing profession; professional identity

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.

Lifelong Learning as Form of Human Resources Development

2014 ◽  
Vol 33 (3) ◽  
pp. 36-51
Author(s):  
Štefan Hečko ◽  
Radim Řihák ◽  
Vojtěch Malátek
Keyword(s):  
Human Resources ◽  
Lifelong Learning ◽  
Professional Education ◽  
Informal Education ◽  
Formal Education ◽  
Secondary Analysis ◽  
Point Of View ◽  
Human Resources Development ◽  
Lifelong Education ◽  
Resources Development

The article deals with the issue of lifelong education from the view point of the develop‑ ment of the personality of an individual. Nowadays development of national economies is not possible without continuous increasing of the level of education of workers – human resources. Lifelong education thus inevitably interferes into the life of every individual, regardless of their age, sex or job position. These are fundamental starting points from which the article comes out. The objective of the paper is to show that in present days lifelong education has a non‑substitutable place in the development of human resources. The partial objective is to analyze the concept of lifelong learning from the concept point of view both theoretically and on the basis of the secondary analysis of the representative research according to the results publicized by the Czech Statistical Office and to empha‑ size the importance of formal, non‑formal and informal education in the development of human resources and employment. The set goal is achieved by means of clarifying the EDUCATION OF ECONOMISTS AND MANAGERS No. 3 (33) 2014_Rihak_Malatek_Hecko 36 Radim Řihák, Vojtěch Malátek, Štefan Hečko term lifelong education, understood as interconnection of the possibility of educating in formal (school) and non‑formal (out‑of school) sector in one unit, concurrently there are used national (Czech) and international documents, dealing with lifelong learning and passages between education and employment. The necessity of the conceptual intercon‑ nection of the educational system is the prerequisite for enabling acquiring qualifications in various ways, and that is in the course of the whole life of an individual. In the first part the article than deals with theoretical basis of lifelong education, which it comes out from the analysis of documents of significant European and world institutions, as from the Memorandum of the EU on lifelong learning, from  documents of the OECD, from the concept of permanent education of the Council of Europe or from the conceptual document Learning to be issued by the organization of the UNESCO. Through analysis of the documents and further literary sources the authors embark on the description of the contemporary concept of lifelong education which has been applied since the 1990s century. The fundamental issue of professional education and preparation to usability in the job life is in this concept. The second part of the article analyses statistical data related to single forms of lifelong education – formal education, non‑formal education and informal education from the point of view of the human resources development. The article presents concrete data on involvement of employees and employers into the process of lifelong learning, whereas its conclusion summarizes the solved issue and reaches the number of interesting pieces of knowledge.

scholarly journals PENDIDIKAN BAGI ANAK DI LEMBAGA PEMASYARAKATAN KHUSUS ANAK KELAS IIA JAKARTA

2020 ◽  
Vol 10 (1) ◽  
pp. 17
Author(s):  
Firman Assiddiqi
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Correctional Institution ◽  
Existing Problems ◽  
Descriptive Research ◽  
Educational Rights ◽  
Grade Ii ◽  
Internal Barriers ◽  
Education Process ◽  
Research Author

In the implementation of education for children organized by the Special Correctional Institution of class II A Jakarta, children have learned or educated education, formal, informal, and informally. In this study the approach used by the authors is a qualitative approach, wherein in this research the author does how a series of interviews, observations and literature research to acquire data, in this research author Also uses a descriptive research method in which to describe the existing problems of education for children. At A grade II children's prison in Jakarta, education is not only based on formal education, other education is also held as well as non-formal and informal education. This informal education in the form of education is pursuing a package for those correctional students who have not completed their education by the time they have not been caught by the case of criminal acts, informal education provided to the child by the officer is Spiritual education and skills. As for the barriers to the education process, there are two barriers that are internal barriers posed from within each child and external obstacles caused by outside factors such as officers and environment. The implementation or granting of educational rights in the class prison of IIA Jakarata still does not match what is expected.Keywords: Education, children, Correctional Special  for Children

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