scholarly journals Reimagining education for the digital age Position Paper of the Lifelong Learning Platform

2019 ◽  
Vol 5 (4) ◽  
Author(s):  
Brikena Xhomaki ◽  
Alen Maletic ◽  
Daniel Di Mitri ◽  
András Szúcs
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Educational Systems ◽  
Public Authorities ◽  
Civil Society Organisations ◽  
Public Sector Innovation ◽  
Learning Platform ◽  
Umbrella Organisation ◽  
Formal And Informal Learning ◽  
Holistic Vision

The Lifelong Learning Platform (LLLP) is a European umbrella organisation with special status, gathering 40 associations with European outreach and membership, active in the field of education, training and youth. LLLP is covering all sectors of formal, non-formal and informal learning. The Platform aims to voice citizen’s concerns about lifelong learning, promoting its holistic vision “from cradle to grave” and helping people in their life transitions.This vision is meant to ensure equity and social cohesion as well as active citizenship,advocating that education and training should be described beyond terms of employability and economic growth also as a framework for personal development and proposing solutions to make lifelong learning a reality for all.The Platform promotes a dialogue between civil society organisations and public authorities in order to modernise our educational systems and to support public sector innovation.

Inequalities in Lifelong Learning and Adult University Education Policies

2009 ◽  
Vol 15 (1) ◽  
pp. 121-133 ◽  
Author(s):  
Aristotelis Zmas ◽  
Athina A. Sipitanou
Keyword(s):  
European Union ◽  
Adult Students ◽  
Lifelong Learning ◽  
Tertiary Education ◽  
University Education ◽  
Educational Systems ◽  
The European Union ◽  
Education Policies ◽  
Economic Competition ◽  
Formal And Informal Learning

Firstly, the views of the European Union (E.U.) and the Organisation for Economic Co-operation and Development (O.E.C.D.) are examined in relation to the issue of lifelong learning, as well as the challenges that render the reconstruction of the national educational systems essential. Following, it is pointed out that access to lifelong learning programmes and, more specifically, adult university education remains a process riddled with inequalities, not only within each country but also among different countries. At the same time, the European Union and the O.E.C.D. have expressed their concern about the inability of tertiary education to make changes, which are judged to be necessary, within the context of global economic competition and the learning societies. In order to enhance adult university education, certain proposals are put forward: accessing the universities to the needs of the local as well as the wider society; at the same time, universities must respond by meeting the diverse interests of adult students; developing flexible practical accreditation of non-formal and informal learning; and providing quality assurance procedures for the courses offered in this particular field of educational services.

scholarly journals Personal and social training as a part of class teachers’ lifelong learning

2018 ◽  
Vol 8 (2) ◽  
pp. 24-39 ◽  
Author(s):  
Zuzana Geršicová ◽  
Silvia Barnová
Keyword(s):  
Social Development ◽  
Lifelong Learning ◽  
Personal Development ◽  
Family Background ◽  
Further Education ◽  
Training Methods ◽  
Pedagogical Training ◽  
Before And After ◽  
Post Test ◽  
The Impact

Abstract Introduction: The presented paper deals with the issues of the work of class teachers and their further education in the field of personal and social training. The main goal of the research was to find out about changes in personal and social development after the realization of social-pedagogical training. Methods: On the level of personal development, the authors were interested in the field of values and attitudes. On the level of social development, they focused on the changes in communication and opinion scales. The changes in the above fields were measured by means of a pre-test and a post-test which were administered before and after the realization of the training. Results: In the participants of the realized research, the research team, to a certain extent, succeeded in reducing prejudice and beliefs and the participants learnt about the necessity of considering students’ individual abilities and specific environmental influences on their behavior and manifestations at school. On the level of opinions, there was a shift towards a stronger belief in the significance of the impact of the environment and the family background on students’ behaviour and their personality traits. Discussion: The presented data are the results of a pilot probe and have brought initial insights related to the presented issues for the purposes of a longer and deeper research, which is in the phase of its realization. Limitations: As the project was realized with ten groups of teachers showing a deep interest in participating in it, it is not our ambition to generalize the obtained results; nevertheless, we find them interesting and inspiring. Conclusions: Along with knowledge from pedagogy and psychology, class teachers need a huge amount of creativity, ideas, techniques and methods, which can promote the development of students’ value orientation. The authors can see a clear perspective for teachers’ lifelong learning here

scholarly journals A Blockchain Based Lifelong Learning Platform: The Smart University

2020 ◽  
Vol 8 (2) ◽  
pp. 151-154
Author(s):  
Bora ASLAN ◽  
Kerem ATAŞEN
Keyword(s):  
Lifelong Learning ◽  
Learning Platform

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.

Facilitating Lifelong Learning in SMEs towards SDG4

2020 ◽  
Vol 7 (9) ◽  
pp. 273-282
Author(s):  
Ileana Hamburg
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Positive Attitude ◽  
Technological Innovations ◽  
Learning Program ◽  
Digital Skills ◽  
European Projects

Technological innovations transform jobs, challenge existing competencies and require new sets of skills, or upskilling of old ones, particularly digital skills. In this context, Lifelong learning (LLL) plays and important role in addressing the skills gaps and means also creating and sustaining a positive attitude to learning for both professional and personal development. In this presentation, the author describes the situation of SMEs and LLL not only from literature but also from experience within the work with SMEs in some European projects. Besides other valorization activities of project results, the learning program offered to SME employees will be improved with new modules for mastering of important lifelong skills like digital ones.

scholarly journals ФОРМУВАННЯ ПРОФЕСІЙНИХ ТА ЖИТТЄВИХ КОМПЕТЕНЦІЙ В КОНЦЕПЦІЇ LIVELONG LEARNING: ДОСВІД ПСИХОЛОГІВ

2019 ◽  
pp. 8-39
Author(s):  
В. Бочелюк
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Social Activity ◽  
Cognitive Activity ◽  
Well Being ◽  
Further Education ◽  
Political Strategy ◽  
The European Union ◽  
Professional Career ◽  
The World

Relevance of the problem: The concept of lifelong learning is the leading educational and political strategy of the advanced countries around the world. Attracting adults into training helps to cope with life crises, enhances their well-being and health, contributes to their personal development, social activity, and cultural growth. This eventually determines the economic and social well-being of the entire society. But in Ukraine the implementation of this model is not fully effective, which fact entails a scientific discussion. Aim: to analyze the ways of introducing adult education in Ukraine and in the world; to determine the ways of forming professional and life competencies in the qualified psychological community. Methods: analysis of documentation that governs the implementation of the lifelong learning concept in the European Union and in Ukraine; a written survey of psychologists (131 persons with professional experience of 3 to 35 years) concerning specific ways of expanding and deepening of competencies; content analysis, frequency analysis, phenomenological method. Research results. The main mission of the lifelong learning is the expansion and renewal of life prospects in the framework of the transformational social environment. The leading role in these processes belongs to the individuals themselves: their cognitive activity, responsibility for building their own life paths, the ability to learn. Governmental and public institutions create opportunities for education in various forms that are tailored to individual interests and capabilities. In Ukraine, similarly to other countries, adult learning is actively taking place in formal, informal, and independent education, but the form and content, the theoretical and normative substantiation is considerably lagging behind the experience of the advanced countries. The survey of psychologists has demonstrated a steady need for a lifelong learning, which has a professional specificity according to the field of activity. Further education has a beneficial effect on professional career, as well as on psychological well-being and social processes. However, cognitive activity is occurring in a spontaneous, not in a planned way; it is difficult for professionals to find educational offers meeting their needs.

scholarly journals NON-FORMAL EDUCATION IN THE CONCEPT OF LIFELONG LEARNING

2017 ◽  
pp. 22-34 ◽  
Author(s):  
Olga Kyvliuk
Keyword(s):  
Lifelong Learning ◽  
Personal Development ◽  
Formal Education ◽  
Self Esteem ◽  
The Other ◽  
Professional Activity ◽  
Continuous Education ◽  
Professional Activities ◽  
Self Development ◽  
The One

Non-formal continuous education, in our view, is formed on the basis of a person`s beliefs about the likely field of their professional activity and possible vectors of personal development in this field, or as a component of self-development, either self-education in self-realization and self-esteem increase or raising their own status, image and the like. The boundaries of this field, on the one hand, are determined by the level of development of the relevant science that is a theoretical and methodological basis of professional activities and relevant innovative experiences, and on the other hand – by the opportunities, inclinations, abilities, axiological and motivational and volitional component, character of an individual.

scholarly journals The Legal Framework for the Promotion and Protection of Human Rights in Cameroon by Non-Governmental Organisations

2021 ◽  
Vol 24 (1) ◽  
pp. 29-45
Author(s):  
Alvine Longla Boma
Keyword(s):  
Human Rights ◽  
Civil Society ◽  
Legal Framework ◽  
The State ◽  
African Countries ◽  
Public Authorities ◽  
The Public ◽  
Civil Society Organisations ◽  
Protection Of Human Rights ◽  
The Right

Civil Society organisations play key roles in African countries. This is not an exception in the Cameroonian dispensation. Indeed, the existence and operation of civil societies in this jurisdiction is legitimated by a 1990 law allowing the free formation of associations. Even though the state has the primary obligation to promote and protect human rights, there also exists a plethora of associations with the same interest. This paper is motivated by the state’s wanton failure in ensuring the enjoyment and fulfilment of the right. For one thing, the state has maintained a stronghold on the Civil Society through legislation which gives public authorities a leverage over human rights defenders. Moreover, an analysis of existing legal and institutional frameworks available to allow human rights non-governmental organisations thrive, leaves much to be desired. Findings reveal that though there are adequate laws and institutions which ensure the creation and functioning of Civil Society organisations in Cameroon, there are also contradictory laws which give the public authority an edge over these organisations and allow them to sanction the activities of some human rights defenders under the guise of maintaining public order. We argue that there should be adequate protection offered to human rights defenders as well as the relaxation of laws permitting public authorities to illegally sanction the activities of relevant non-governmental organisations.

Delhi’s public health crisis and the neglect of urbanisation

2020 ◽  
Vol 35 (1) ◽  
pp. 3-6 ◽  
Author(s):  
Ivan Turok
Keyword(s):  
Public Health ◽  
Civil Society ◽  
Evidence Base ◽  
Decision Makers ◽  
Capital City ◽  
Compelling Evidence ◽  
Public Authorities ◽  
Health Crisis ◽  
Public Health Crisis ◽  
Civil Society Organisations

India’s capital city Delhi is facing an unprecedented public health crisis that is not receiving sufficient government attention. Rapid urbanisation is part of the challenge. For too long public authorities have neglected the needs of its expanding poor communities for decent and dignified living conditions. Meanwhile, affluent groups benefit from various government privileges that seem difficult to justify. One way of disrupting the inertia is for civil society organisations to engage communities in building a compelling evidence base to hold decision-makers to account and demand social change.

Sign in / Sign up

Export Citation Format

Share Document