Action-Based E-Learning in Electronics Technology as a Tool for Lifelong Learning and Sustainable Development in Nigeria

2018 ◽  
Author(s):  
Aniekan Asukwo ◽  
Chatramada Vincent
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
E Learning

scholarly journals Prioritizing Elements of Science Education for Sustainable Development with the MCDA-FDEMATEL Method Using the Flipped E-Learning Scheme

2019 ◽  
Vol 11 (11) ◽  
pp. 3079 ◽  
Author(s):  
Jin Su Jeong ◽  
David González-Gómez ◽  
Florentina Cañada-Cañada
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Information And Communication Technologies ◽  
Early Stage ◽  
Education For Sustainable Development ◽  
Learning System ◽  
Fuzzy Decision Making ◽  
Learning Program ◽  
Learning Scheme ◽  
E Learning

Selecting and ordering components for sustainable science education is a critical issue, which is presently obtaining increased attention because of being at an early stage and scarce application in higher education. Though the flipped e-learning scheme is one of the novel information and communication technologies (ICTs), it can be of great relevance in a long-term learning program for various sustainable science education criteria. This research presents an approach to identify and analyze elements for science education for sustainable development with multi-criteria decision analysis-fuzzy decision-making trial and evaluation laboratory (MCDA-FDEMATEL) method by flipped e-learning system. With the method proposed, the main elements are collected as science-education, sustainable-development, technology-infrastructure and flipped-e-learning elements. The final results’ analyses with sixteen sub-elements are assessed with weighted linear combination (WLC) and sensitivity-analysis (I to VI implementations) in the context of the MCDA-FDEMATEL method. The most important element and sub-element for science education for sustainable development through flipped e-learning teaching are sustainable-development (as an element), VI implementation with 0.540 weight, and environmental contents (as a sub-element) with 0.570 weight. Consequently, this proposed approach could be used in different studies to validate the most important aspects of science education for sustainable development through flipped e-learning teaching elements and sub-elements with equivalent and comparable education settings.

scholarly journals E-Learning Financing Models in Russia for Sustainable Development

2020 ◽  
Vol 12 (11) ◽  
pp. 4412 ◽  
Author(s):  
Dayong Nie ◽  
Elena Panfilova ◽  
Vadim Samusenkov ◽  
Alexey Mikhaylov
Keyword(s):  
Sustainable Development ◽  
Traditional Education ◽  
Educational Process ◽  
Global Politics ◽  
Clear Understanding ◽  
Public And Private ◽  
Proposed Model ◽  
E Learning ◽  
New Vision ◽  
Russian Education

E-learning brings new dimensions to traditional education. This especially affects countries that, due to many factors, have historically been considered the “talent pool” for the world community. In this study, a model for financing e-education has been developed that is applicable to Russian realities. The model was built around the balance between demand (global politics, economics, and principles of sustainable development) and supply (sources of direct financing). As a result, a key challenge of improving the e-learning financing methodology and models, specifically the efficiency of government spending and private investing, demands the use of new approaches and mechanisms. To improve e-learning financing, a clear understanding of the applied purpose of public and private means is required. Responsibilities for the e-learning outcome of institutions that receive financing are linked to their status. An unclear understanding of these issues is more likely associated with the issue of transparency of financing than with inefficiency. The proposed model allows transforming the “standards” of financing both in the field of e-education and Russian education in general and presents a new vision of participants’ interaction in the educational process, taking into account a set of restrictions and market features.

scholarly journals Sustainable development through lifelong learning: A good practice about women entrepreneurship from Turkey

2020 ◽  
pp. 201-220
Author(s):  
Sadife Çinkir
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Good Practice ◽  
Implementation Process ◽  
Active Involvement ◽  
Women's Participation ◽  
Directorate General ◽  
Age Appropriate ◽  
The Impact ◽  
The Relationship

Women form half of the world's population, but the same cannot be said for their active participation in economic development. Sustainable, strong economies can be achieved through equally active involvement in the process by developing or keeping up to date the skills of individuals in society. This paper focuses on women's contribution to sustainable development as entrepreneurs through Lifelong Learning. The paper consists of two sections. The first section discusses the relationship between accessibility to digital age-appropriate education and sustainable development in Lifelong Learning. The second section is a good practice of the impact of the "Women First in Entrepreneurship" project on developing women's entrepreneurship. It covers the reasons for the project and its implementation process, outputs, and impact. To increase women's participation in the labor market as part of sustainable development in today's economy, the project, which began in 10 pilot provinces, is currently being implemented across Turkey. The project has been implemented under the coordination of the Turkish Directorate General for Lifelong Learning since 2015. The General Directorate of Lifelong Learning is the highest policymaking authority in Turkey to strengthen the adult education system.

Foster employability and fight social exclusion through the development of lifelong learning (LLL) key-competences: reviewing twenty years of LLL policies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Andrea Ceschi ◽  
Marco Perini ◽  
Andrea Scalco ◽  
Monica Pentassuglia ◽  
Elisa Righetti ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Social Exclusion ◽  
Vocational Training ◽  
Design Methodology ◽  
Decision Processes ◽  
Content Type ◽  
The Past ◽  
New Methods ◽  
E Learning ◽  
Key Competences

Purpose This study aims to provide an overview of the past two decades of lifelong learning (LLL) policies for enhancing employability and reduce social exclusion in young people of European countries through the development of the so-called LLL key-competences. Design/methodology/approach Built on a quasi-systematic review, this contribution explores traditional and new methods for promoting the LLL transition, and then employability, in young adults (e.g. apprenticeship, vocational training, e-learning, etc.). Findings It argues the need to identify all the possible approaches able to support policymakers, as they can differently impact key-competence development. Originality/value Finally, based on the consolidated EU policy experience, we propose a strategy of implementation of the LLL programmes that facilitates the institutions’ decision processes for policy-making through the use of decisional support system.

Sign in / Sign up

Export Citation Format

Share Document