scholarly journals Lifelong Learning Policies: The Case of Work-Based Learning

2019 ◽  
Vol 6 (2) ◽  
pp. 30
Author(s):  
Aggelos Kavasakalis ◽  
Foteini Liossi
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
International Organizations ◽  
Policy Documents ◽  
Life Long Learning ◽  
Key Points ◽  
Formal And Informal Learning ◽  
European Policies ◽  
Learning Policies

In this paper the role of validation and recognition of non-formal and informal learning, focusing on work-based learning (WBL) is examined. The paper is based on the analysis of EU and international organizations policy documents related to developments in the areas of Lifelong Learning and the development of learning processes through WBL. In the first section, a general overview of the wider condition of the society and economy and the necessity of the discussion on the paper’s theme take place. In the next part of the paper a mention of key points of the European policies on life-long learning with the focus of recognition and validation of non-formal and informal learning is been presented. In the third part, the section before the concluding remarks, the theme of Work-based learning, the development of necessary validation processes and the challenges are being analyzed.

scholarly journals Review of Valentina Milenkova and Siika Kovacheva’s book „ Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria“

2020 ◽  
Vol 10 (2) ◽  
pp. 258-261
Author(s):  
Vladislava Lendzova
Keyword(s):  
Young Adults ◽  
Lifelong Learning ◽  
Educational Institutions ◽  
Functional Region ◽  
Horizon 2020 ◽  
Policy Practice ◽  
Functional Relations ◽  
Learning Policies ◽  
The University

Valentina Milenkova and Siika Kovacheva's book "Regional Insights to Lifelong Learning Policies in Support of Young Adults in Bulgaria" (Регионални измерения на политиките за учене през целия живот в подкрепа на младите възрастни в България) has been published in English by Avangard Prima in Sofia in this 2020 - ISBN 978-619-239-316-8. This book presents the increased role of education in the modern European societies. An important milestone in the LLL polices in the book are research projects. Such is the project "YOUNG_ADULLLT - 'Policies Supporting Young Adults in their Life Course. A Comparative Perspective of Lifelong Learning and Inclusion in Education and Work in Europe" with Coordinator: Prof. Dr. Marcelo Parreira do Amaral from the University of Munster, funded under the Horizon 2020 program. One of the important features of the project is its commitment to the functional region – a specific amalgam of functional relations between diverse institutions in a particular area (Parreira do Amaral, 2019). The functional region as a key concept was used in the project to indicate specifics in terms of living conditions, education, institutions that form the skills of young people. The structure of the book is: an introduction, five chapters, a conclusion and annexes. The main focus is on the policies and practices of diverse educational institutions and understanding of the link policy- practice as а decisive factor for modern education.

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.

How to become a beekeeper: learning and skill in managing honeybees

2016 ◽  
Vol 25 (1) ◽  
pp. 31-47 ◽  
Author(s):  
Emily Caroline Adams
Keyword(s):  
United Kingdom ◽  
Informal Learning ◽  
Learning Environments ◽  
Formal Education ◽  
Animal Husbandry ◽  
Ethnographic Research ◽  
Informal Learning Environments ◽  
The United Kingdom ◽  
Formal And Informal Learning

Beekeeping is a highly skilled form of animal husbandry that dates back to centuries. It has become a popular hobby in the United Kingdom, but as an activity has rarely featured in geographical research. In this article, I present beekeeping as an interesting site of study for cultural geographers interested in enskilment processes, education and expertise. This article draws on in-depth ethnographic research with a community of hobby beekeepers in Lancashire, United Kingdom, to give a detailed analysis of the enskilment process of novice beekeepers, how this process is being shaped and influenced by a trend towards increasingly formal education tools within the community, and what this means for those interested in the power of skilled practice and expertise. In doing so, it explores issues around formal and informal learning environments, the role of social context in shaping learning, the power of government advice, and it illustrates the complexity introduced by close engagement with an insect.

The Benefits of Learning in Clusters: Analyzing Upward Mobility for Skilled Workers in the Cebu Furniture Cluster

2008 ◽  
Vol 40 (10) ◽  
pp. 2435-2452 ◽  
Author(s):  
Niels Beerepoot
Keyword(s):  
Developing Countries ◽  
Informal Learning ◽  
Upward Mobility ◽  
Job Insecurity ◽  
Industrial Clusters ◽  
The Philippines ◽  
Small Enterprises ◽  
Skilled Workers ◽  
Formal And Informal Learning

Recent debates emphasize the role of collective learning as a major factor in facilitating and maintaining competitiveness for clusters of small enterprises in developing countries. However, few studies on learning in industrial clusters in developing countries have analyzed the benefits from learning by looking at improved workers' positions and conditions in the cluster. This paper fills this gap in the existing literature by focusing on whether workers in the furniture cluster in Metro Cebu (the Philippines) have access to upward mobility within employment in the cluster, based on their formal and informal learning. This paper demonstrates that their ‘embodied expertise’ is rewarded only to a small extent and labour movements are more the result of job insecurity than of pursuing opportunities for upward mobility within employment.

Governing the normalisation of young adults through lifelong learning policies

2019 ◽  
pp. 105-126
Author(s):  
Risto Rinne ◽  
Heikki Silvennoinen ◽  
Tero Järvinen ◽  
Jenni Tikkanen
Keyword(s):  
Young Adults ◽  
Lifelong Learning ◽  
Policy Makers ◽  
Policy Documents ◽  
Vulnerable Youth ◽  
Policy Actors ◽  
Good Citizen ◽  
Incentive Structures ◽  
Policy Measures ◽  
Learning Policies

Policies are based on – explicit and implicit – assumptions of well-functioning institutions, a prosperous economy, a good citizen, and so forth. In short, they have a vision of a desired society with reasonably behaving individuals. Against this background the chapter scrutinizes the taken-for-granted logic behind lifelong learning policy measures targeted at so called ‘vulnerable youth’. The term ‘vulnerable’ itself bears within it connotations that influence policy makers’ and policy actors’ perception of the individuals categorized under the label ‘vulnerable’. The chapter is interested in the ways by which lifelong learning policies with their variety of policy measures, projects, regulations and practices, incentive structures and sanctions, aim to govern (regulate, steer, mould) the ‘vulnerable’ young adults to govern themselves – their reasoning and conduct – according to the desired direction. The aim of this chapter is to make visible the underlying assumptions and tacit implications beneath the ‘normal’ life course, how ‘vulnerability’ is produced in policy texts, and how the normalization of ‘vulnerable’ youth is governed. Besides theoretical analysis the article uses policy documents, descriptions of policy measures and projects, and international, national and regional statistics to make sense of practices of governing the normalisation in empirical contexts.

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

scholarly journals Building major competencies for enhancing higher education for sustainable development

2021 ◽  
Vol 250 ◽  
pp. 07002
Author(s):  
Alexander Ivanov ◽  
Svetlana Tolstikova ◽  
Larisa Ovcharenko ◽  
Tatiana Morozova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Sustainable Development ◽  
Informal Learning ◽  
Education For Sustainable Development ◽  
Environmental Responsibility ◽  
Teaching Process ◽  
Factors Affecting ◽  
Formal And Informal Learning

This paper focuses on the specifics and preconditions for building major competencies that are envisaged for enhancing higher education for sustainable development (ESD). It looks into the professional development of specialists in higher education, factors affecting individual stages of professional development of these specialists, as well as into the role of the environment in their professional development. Furthermore, it studies the formal and informal learning as the important setting leading to the creation of the major competencies for linking globalization, complexity and environmental responsibility and channelling them to students through the teaching process in higher education.

scholarly journals Lifelong learning governance and International Organisations

2020 ◽  
Vol 42 (2) ◽  
pp. 461-481
Author(s):  
Mihaela Viorica Rusitoru ◽  
Arto Kallioniemi ◽  
Alison Taysum
Keyword(s):  
Lifelong Learning ◽  
Thematic Analysis ◽  
Social Role ◽  
Collaborative Governance ◽  
Lead Author ◽  
International Organisations ◽  
Monitoring Process ◽  
The Social ◽  
Learning Policies

Lifelong learning policies are subject to various approaches of educational governance. Our research presents a hypothesis that lifelong learning policies are creating and engaging with new facets of governance. To test for proof of concept, the lead author conducted interviews with officials and policy makers from international organisations such as the United Nations Education, Science and Culture Organisation, the Organisation for Economic Cooperation and Development, the International Labour Organisation and the Council of Europe. The thematic analysis of the data revealed lifelong learning governance is characterised by an «effects spiral» or «interactive governance» – an institutional formation, functioning and conditioning in decision making of international, European and national actors. A double issue is also highlighted: the economic difficulties (employability, flexi-security, funding and mobility) and the monitoring process (expertise, comparison, transposition, supervision and control), which are prioritised over the social role of education. This is important because it is the social role of education that empowers citizens to realise national, regional, and international strategic plans, and the monitoring process for sustainable development. The thematic analysis reveals new forms of governance in lifelong learning policies, namely collaborative governance, competitive governance, control governance and thematic governance. The authors present this taxonomy on lifelong learning governance with recommendations of how lifelong learning policies can be optimised.

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