scholarly journals THE DYNAMICS OF EDUCATION IN BULGARIA IN THE CONTEXT OF THE “LIFELONG LEARNING STRATEGY”

2022 ◽  
Author(s):  
Radka P. Ivanova
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy

scholarly journals What Does It Take to Build a Social Dimension Strategy? A Cross-Country Comparative Analysis of Romania and Austria

2020 ◽  
pp. 161-176
Author(s):  
Simona Torotcoi
Keyword(s):  
Lifelong Learning ◽  
Learning Strategy ◽  
Bologna Process ◽  
Social Dimension ◽  
Life Long Learning ◽  
Start Up ◽  
The Social ◽  
Slow Progress ◽  
To Come ◽  
The Bologna Process

Abstract Unlike other action lines of the Bologna Process, slow progress has been made towards making the social dimension an implementable policy. The social dimension had to overcome a significant start-up difficulty. It entered the Bologna Process with no clear definition, guidelines or projection of concrete policy measures. In 2015, with the adoption of the Strategy for the Development of the Social Dimension and Lifelong Learning in the EHEA to 2020, participating countries were asked to come up with concrete national plans to address the participation of underrepresented groups in higher education. This paper looks in depth at two country cases that attempted to create the necessary conditions for such strategies, Austria and Romania, and asks what are the successful conditions for building a social dimension and lifelong learning strategy in line with the Bologna requirements? The common point for these countries is that both of them attempted to build a social dimension and life-long learning strategy, however, one of the countries came up with a strategy, yet other national strategies and policies were in contradiction with what the strategy promoted, whereas in the second country no strategy was developed beside the involvement of the main stakeholders. The data for the analysis comes from interviews conducted in November 2017 with stakeholders involved in the formation of these strategies, ranging from student representatives to educational experts, and governmental representatives.

Adult Education for Democratic Citizenship in Europe

CADMO ◽  
2009 ◽  
pp. 73-84
Author(s):  
Marcella Milana
Keyword(s):  
Adult Education ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Democratic Citizenship ◽  
The European Union ◽  
European Area ◽  
School Learning ◽  
Equal Recognition ◽  
To Come ◽  
Civic Competence

- In 2001 a new emphasis on learning for democratic citizenship has been championed by the European Commission's Communication on Making a European area of lifelong learning a reality. The communication recognizes active citizenship as one of the four "broad and mutually supporting objectives" of the lifelong learning strategy. Accordingly, civic competence, which "equips individuals to fully participate in civic life", has been identified by the European Parliament and the Council of the European Union as a key competence to be given priority in all member states in the years to come. The article introduces the core principles of a European study aiming at investigating, from a comparative perspective, ways in which adults can achieve competencies relevant for democratic citizenship. Furthermore it presents and discusses selected of findings. The findings suggest that, in spite of the shift from education to learning for democratic citizenship within the European discourse, the emphasis on lifelong learning and the consequent equal recognition of in-school and out-of-school learning activities, most empirical research in the field of education for democratic citizenship remains primarily concerned with school-aged pupils. When available, research which focuses on the links between adult education and learning for democratic citizenship is highly theoretical and rarely supported by empirical evidence.Keywords lifelong learning, democratic citizenship, adult education, European Commission, civic competence.

A Deep Lifelong Learning Method for Digital-Twin Driven Defect Recognition With Novel Classes

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
Gao Yiping ◽  
Li Xinyu ◽  
Liang Gao
Keyword(s):  
Lifelong Learning ◽  
Real Time ◽  
Learning Strategy ◽  
Development Trend ◽  
Smart Manufacturing ◽  
Learning Method ◽  
Time Data ◽  
Time Efficiency ◽  
Digital Twins ◽  
Defect Recognition

Abstract Recently, digital twins (DTs) have become a research hotspot in smart manufacturing, and using DTs to assist defect recognition has also become a development trend. Real-time data collection is one of the advantages of DTs, and it can help the realization of real-time defect recognition. However, DT-driven defect recognition cannot be realized unless some bottlenecks of the recognition models, such as the time efficiency, have been solved. To improve the time efficiency, novel defect class recognition is an essential problem. Most of the existing methods can only recognize the known defect classes, which are available during training. For new incoming classes, known as novel classes, these models must be rebuilt, which is time-consuming and costly. This greatly impedes the realization of DT-driven defect recognition. To overcome this problem, this paper proposes a deep lifelong learning method for novel class recognition. The proposed method uses a two-level deep learning architecture to detect and recognize novel classes, and uses a lifelong learning strategy, weight imprinting, to upgrade the model. With these improvements, the proposed method can handle novel classes timely. The experimental results indicate that the proposed method achieves good results for the novel classes, and it has almost no delay for production. Compared with the rebuilt methods, the time cost is reduced by at least 200 times. This result suggests that the proposed method has good potential in the realization of DT-driven defect recognition.

Lifelong Learning and Quality Education for Sustainable Development in Africa

2021 ◽  
pp. 17-37
Author(s):  
Fredrick Muyia Nafukho ◽  
Machuma H. Muyia
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Learning Strategy ◽  
Quality Education ◽  
Evidence Based ◽  
Sustainable Development Goal ◽  
Learning Society ◽  
Development Goal ◽  
The Sustainable Development ◽  
2030 Agenda

The future for all people in Africa lies in the provision of quality education, promotion and sustaining of lifelong learning. This chapter critically examines quality education, lifelong learning, and a learning society for Africa's sustainable development. Issues pertaining to quality education and lifelong learning are ever evolving and may not be completely addressed at any one time, hence the need for win-win solutions from within and without Africa. The chapter provides evidence-based guidance on how to implement rigorous approaches to quality education as an effective lifelong learning strategy to advance Education 2030 agenda and the Sustainable Development Goal (SDG4).

Nomads in Lifelong learning. The educators.

2018 ◽  
Vol 1 ◽  
Author(s):  
Justina Garbauskaitė-Jakimovska
Keyword(s):  
Qualitative Study ◽  
Lifelong Learning ◽  
Educational System ◽  
Formal Education ◽  
Learning Strategy ◽  
Educational Process ◽  
Know How ◽  
Educational Field

The concept of nomad is most broadly used to describe a person or a group of people who do not have a fixed residence, but move from place to place usually seasonally and within a well-defined territory. I. Semetsky, D. R. Cole, St. Pierre and others followed the ideas of philosophers G. Deleuze and F. Guattari and used the concept of nomads to interpret processes in the educational field. According to D. R. Cole, nomads come to the educational system from outside. They decide to call themselves educators and start organizing the educational process, but in order to do that they need approval from the community (2015, p. 84-85). This presentation introduces a qualitative study that was conducted in Lithuania by interviewing the educators who work in the field of non-formal education, which is the main force for implementation of the Lifelong learning strategy. The aim of the study was to learn about the movement of nomads in the field of non-formal education that is not marked by rules or regulations, to know how the nomads enter the territory of non-formal education, how they gain approval for their activities and how by their non-regulated activities they are changing the territories of education.

School Nurse Book Clubs: An Innovative Strategy for Lifelong Learning

2008 ◽  
Vol 24 (2) ◽  
pp. 61-65 ◽  
Author(s):  
Deborah A. Greenawald ◽  
Theresa M. Adams
Keyword(s):  
Nursing Education ◽  
Lifelong Learning ◽  
Health Beliefs ◽  
Book Club ◽  
Learning Strategy ◽  
School Nurse ◽  
School Nurses ◽  
Book Clubs ◽  
Innovative Strategy ◽  
Health Beliefs And Practices

Recognizing the ongoing need for continuing education for school nurses, the authors discuss the use of school nurse book clubs as an innovative lifelong-learning strategy. Current research supports the use of literature in nursing education. This article discusses the benefits of book club participation for school nurses and includes suggested fiction and nonfiction books that can be used to enhance nursing knowledge and practice. Through reading and discussion, school nurses can increase their knowledge of nursing history and current health care issues, thus becoming better prepared to address challenging issues that arise in practice. In addition, the use of literature as a learning strategy allows school nurses to broaden their understanding of unique cultural factors that influence the health beliefs and practices of students and their families. Book club participation can also assist school nurses in honing leadership and communication skills and becoming energized to become better advocates for children and families.

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