共查询到20条相似文献，搜索用时 15 毫秒
1.
Kapil Dev Regmi 《International Journal of Lifelong Education》2017,36(6):679-695
Major supranational organisations such as the Organisation for Economic Cooperation and Development, the European Union, and the World Bank have used lifelong learning as a strategy to boost economic competitiveness both at individual and national levels. In the literature related to lifelong learning this is characterised as the economistic model of lifelong learning. The humanistic model of lifelong learning, which appears as an alternative of the economistic model, takes education and learning as a fundamental human right for all individuals irrespective of their age, gender and class. However, this model is criticised as a vague, rhetorical and utopian ideal with little potential for informing educational policy decisions at national level. Using some key Habermasian conceptualisations, mainly the colonisation of the lifeworld and communicative rationality, this paper argues that three major dimensions of human learning informed by Habermas – transformative, citizenship and intersubjective – can contribute towards the development of a more comprehensive model of lifelong learning. 相似文献
2.
Kapil Dev Regmi 《International Journal of Lifelong Education》2013,32(5):551-568
This paper discusses what approaches to ‘lifelong learning’ should guide the post-2015 education agenda for the Least Developed Countries (LDCs) which refers to a group of 49 countries that are off-track in achieving most of the Millennium Development Goals (MDGs) and the Education for All goals. Reports prepared by major consultation groups such as the High Level Panel established by the United Nations and Global Thematic Consultation Group have proposed that ‘providing quality education and lifelong learning’ is an overarching post-2015 education agenda. It is an important breakthrough since ‘lifelong learning’ has been recommended; however, it is not clear what understanding(s) of lifelong learning has been articulated in those documents. How have those recommendations addressed the issues and challenges of the LDCs? In this paper, I review literature on lifelong learning and analyse major documents related to the post-2015 education agenda, especially the one prepared by UN High Level Panel. I conclude that unless the LDCs are given a leadership role for setting their goals—according to their contextual realities—the post-2015 millennium initiatives, such as ‘lifelong learning’ as a new educational agenda, will make no sense. 相似文献
3.
TOM STEHLIK 《International Journal of Lifelong Education》2013,32(4):367-379
The paper discusses the developmental aspects of lifelong learning and the notion of adult learning as a contextualized construct, as a framework for analysis of the relationship between individual and community development. This relationship is then analysed from the perspective of parents and their learning processes in the specific context of a Steiner or Waldorf School community, following a review of theories of adult learning grounded in Anthroposophy, the philosophy which underpins Steiner Education. Finally, the notion that parenting is a vocation and can provide a meaningful context and framework for lifelong learning is introduced and discussed in the light of this literature and based on a case study analysis of a Waldorf School in Australia. 相似文献
4.
Adeline Yuen Sze Goh 《International Journal of Lifelong Education》2013,32(6):680-695
In this paper, I address a perceived gap in the lifelong learning literature. There is very little research which addresses how learning should be construed, when individuals transition across a longitudinal span of their working life. This transition which could be viewed as a process of ‘becoming somebody’, often oversimplifies the full complexity of individuals’ learning experiences. Using a sociocultural perspective, the paper explores the lived experiences of individuals in the process of becoming a vocational teacher, in order to help conceptualise the individuals’ learning through their working life. The study draws upon data from a completed research on a group of vocational education trainee teachers learning to teach. This paper argues that learning varies significantly from individual to individual, time to time, context to context and also in different stages of individuals’ lives. This transition could be viewed as an individual learning journey, through understanding the interrelationship between individuals and the contexts, across the individuals’ lives. Drawing from this understanding, the individual’s agency is presented as a way that individuals construct their own lifecourse through the actions and choices they made within the opportunities and constraints of the context. The findings of the study also contribute to the understanding of changes, from the individual learner’s perspective, which could be useful for policy and practice relating to lifelong learning. 相似文献
5.
Tom Schuller 《International Journal of Lifelong Education》2013,32(6):757-766
This paper argues that after-school programmes need to be considered an essential part of lifelong learning infrastructure, particularly in light of the dominance of the economic discourse in both lifelong learning literature and the initial schooling literature. The paper, which is based upon existing literature, begins by providing an overview of after-school programmes, including their historical development. This is followed by an examination of the changing discourse in the lifelong learning literature and the initial school literature. The argument is made that the narrowing of lifelong learning and initial schooling perspectives represented by economic determinism leads to an increase in those on the margins. The youth development literature is then reviewed with a focus on positive youth development, arguing that after-school programmes with a positive youth development focus can meet the needs of those disengaged youth who are marginalised by the formal educational system. The Fusion Youth and Technology Centre is then presented as an illustrative case of an after-school programme that has a positive youth development focus. This is followed by a discussion of after-school programmes and the role they can play as part of the lifelong learning infrastructure. 相似文献
6.
Ian Johnson 《International Journal of Lifelong Education》2013,32(2):99-114
The teachings and practices of Buddhism are becoming popular today in Western countries. Its non-theistic nature and scientific method, focusing on the individual's independence in learning practice, appeal to many. Buddhism contains some effective and unique learning techniques that could be applied to lifelong learning. Within a notion of lifelong learning defined in terms of the conscious learning taking place throughout the life span, Buddhist meditation, contemplation and mindfulness practice are ideally suited to conscious life experience awareness. The philosophical framework for lifelong learning discourse, particularly that which is outlined by Richard Bagnall as drawing on the three progressive sentiments, matches the Buddhist ideals for the individual and society. Just as Bagnall calls for a re-evaluation of the direction for lifelong learning discourse away from economic determinism, back towards the framework of the three sentiments, the emphasis of this paper argues that lifelong learning discourse and strategies might also usefully be informed by ancient Buddhist ideas and methods. To do so might require a broader perspective on what constitutes lifelong learning and what its motivations and goals should be. 相似文献
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8.
终身学习作为21纪的生存概念,在世界范围内产生了广泛而深远的影响。在对终身学习的起源和定义进行简介的基础上,总结了作为政策的终身学习在不同国家的推展过程中呈现出形态各异的模式。并从学习目的维度对终身学习模式进行了创新性的划分与归纳,即从职业技能需要逐步上升到休闲兴趣的层次,这是个体逐渐追求自我实现的过程,更是终身学习发展逐步趋于理想化的过程。 相似文献
9.
纵观学界对成人终身学习能力的研究,多从国家层面的一种政策性工具角度探讨,忽视从微观层面深挖其架构的理论基础并据此演绎出能力项的研究,没有真正找到研究的逻辑起点,导致对终身学习能力培养缺少全景式认识。成人终身学习能力是成人的众多学习能力中最关键、最核心的能力。这一能力的建构研究需要从成人的学习实质、内在机制及其相互关系中重新审视,要避免仅从个体认知视角研究的传统立场,应秉承个体认知视角与实践取向视角相结合的研究方式。因此,研究成人终身学习能力形成的内在机制的实质,需探讨认知、调节、互动三种学习机制之间的内在联系,以及三种机制与学习过程存在的关系,从而奠定成人终身学习能力体系架构的逻辑基础,确定其能力项划分的质的基本维度,在基本维度中对能力项进行量的细分,由此探寻一种具有普适性的成人终身学习关键能力项的理论根据。 相似文献
10.
Norm Friesen Terry Anderson 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(6):679-687
The term ‘lifelong’, as applied to education or learning, has been in circulation for more than a quarter of a century. It has played an important role in policy discussions, as well as in studies of the sociology and economics of education. The relationship of this term to the rapidly changing world of information and educational technologies, and to the various conceptions of interaction that are central to these technologies, however, has been considered much less frequently. This paper seeks to shed light on the relationship between lifelong learning and the interactive technologies that have become associated specifically with the Semantic Web. It begins by presenting a fictional narrative to illustrate a lifelong learning scenario in the context of the services and resources that the Semantic Web will be capable of providing. It then proceeds to isolate a number of general characteristics of lifelong learning as they are manifest in this scenario and in recent literature on the subject. The paper then explores how emergent, interactive technologies of the Semantic Web have the general potential to address many of the characteristics of lifelong learning, and hold out the promise of satisfying a wide variety of lifelong learning needs. It will conclude by considering some of the outstanding challenges presented by lifelong learning contexts, and mention some of the limitations of advanced technologies used to address these needs. 相似文献
11.
Ahmad Khanlari 《European Journal of Engineering Education》2016,41(3):320-330
Twenty-first century education systems should create an environment wherein students encounter critical learning components (such as problem-solving, teamwork, and communication skills) and embrace lifelong learning. A review of literature demonstrates that new technologies, in general, and robotics, in particular, are well suited for this aim. This study aims to contribute to the literature by studying teachers' perceptions of the effects of using robotics on students' lifelong learning skills. This study also seeks to better understand teachers' perceptions of the barriers of using robotics and the support they need. Eleven primary/elementary teachers from Newfoundland and Labrador English Schools District participated in this study. The results of this study revealed that robotics is perceived by teachers to have positive effects on students' lifelong learning skills. Furthermore, the participants indicated a number of barriers to integrate robotics into their teaching activities and expressed the support they need. 相似文献
12.
John R. Kirby 《International Journal of Lifelong Education》2013,32(3):291-302
Primary objective: to develop a scale to measure students’ disposition to engage in lifelong learning. Research design, methods and procedures: using items that reflected the components of lifelong learning, we constructed a 14‐item scale that was completed by 309 university and vocational college students, who also completed a measure of deep and surface learning. Main outcomes and results: the lifelong learning scale had reasonable reliability, and showed some differences between students in different discipline and institutions. As hypothesized, lifelong learning was positively related to the deep approach to learning and negatively to the surface approach. Conclusions: although the factors that contribute to the lifelong‐learning attributes measured here have yet to be investigated, this questionnaire can provide an overall picture of a group’s inclinations towards lifelong learning. It can help evaluate the effectiveness of educational interventions, or allow individual students to understand their learning strengths and weaknesses. 相似文献
13.
徐莉 《宁波大学学报(教育科学版)》2019,(6):42-048
终身学习体系是学习型社会的载体和基石,是全民终身学习的物质基础和重要保障。虽然构建终身学习体系早已成为我国一项重要战略目标,但由于对终身学习体系的概念缺乏共识,甚至存在误解,使得相关政策表述缺乏一致性,这在一定程度上影响了终身学习体系建设的成效。作者认为,终身学习体系是确保全民终身学习得以实现的、有机整合的各级各类教育的总和,其他教育体系都是终身学习体系的组成部分。终身学习体系最重要的特征就是各级各类教育——正规教育、非正规教育和非正式学习等的整合、沟通与衔接,这也是今后我国完善终身学习体系的主要任务。 相似文献
14.
ROBERT TOBIAS 《International Journal of Lifelong Education》2013,32(6):569-588
This article examines New Zealand experiences and understandings of lifelong education and lifelong learning over the past 30 years or so. It investigates the place of lifelong education and lifelong learning discourses in shaping public policy in Aotearoa as well as questions about the similarities and differences between the discourse in New Zealand and in Europe and the UK. The aim of the paper is to throw light on the following questions: what effects, if any, have notions of lifelong education or lifelong learning had on public policy discourses on tertiary education and the education of adults? Is there evidence to suggest that notions of either ‘lifelong education’ or ‘lifelong learning’ have provided a vision or sense of purpose or set of guidelines in developing public policies? Have they served to justify or legitimate new initiatives or funding arrangements? And, if so, what is the nature of this influence? Finally, in the light of this discussion the article also examines the question whether notions of ‘lifelong education’ and ‘lifelong learning’ as they have featured in the academic and policy literature are predominantly located in a Euro‐centred discourse and hence how they might be reconstituted to reflect more adequately discourses of learning and education in other parts of the world. 相似文献
15.
Adeline Yuen Sze Goh 《Studies in Continuing Education》2019,41(1):1-16
Studies relating to reflection and reflective practice in learning, specifically workplace learning, have gradually emerged from within the professional education literature. Evidence has seen a shift from an individualistic to a more collective approach to reflection, in an attempt to move away from viewing learning as an individual action. Simultaneously attention has been given to socio-cultural theories which view learning as social practice inherent in our everyday lives, including work. This paper aims to engage in the current debate regarding the polarised conceptualisations of reflective practice within the context of professional learning. Drawing on this debate, as well as on learning metaphors, this paper proposes that professionals should engage in collective reflective practice for both individual and organisational development within workplaces; locations which could be seen as increasingly ambiguous and unpredictable throughout individuals’ working lives. Hence, we need to rehabilitate and extend some of the key aspects of the traditional concept of reflective practice to accommodate the changing terrain of professional practice within an individual professional's lifelong learning. 相似文献
16.
朱敏 《湖北大学成人教育学院学报》2014,(1):27-32
成人先前学习认定是当前国际社会推进终身学习的一项普遍策略之一。它旨在通过对非正规学习和非正式学习的结果认定,来激发并实现个体学习的连续性和终身性,在保障学习权利、贯通各类学习、提升工作能力、改善社会包容等方面都具有重要意义。本研究以文献和理论研究的方法,集中分析并反思了成人先前学习认定的概念内涵、理论基础和意义所在,目的是为其在我国终身学习政策与实践中的采用提供认知基础。 相似文献
17.
建立终身教育资历框架是我国目前一项重要的教育举措,构建基于资历框架的教师行业资历等级和标准是其中重要的组成部分,有助于促进教师专业发展、推动教师终身学习。本研究采用文献研究法和专家访谈法,提出了由4个等级、4个维度和10个要素组成的教师行业资历等和标准,能够与国际及国内已有的资历框架有效对接,构建了我国基于资历框架的教师行业资历等级和标准。教师行业资历等级和标准既是针对教师专业发展的评价框架,又是认证和转化学习成果的工具,是一套系统的方法和工具。期望本研究的成果能够为教师专业发展项目提供评价与认证框架,为贯通教师职前培养与职后培训、构建教师终身学习体系提供参考框架。 相似文献
18.
The characteristics of lifelong learners have been extensively discussed in the literature and generally encapsulate two broad dimensions; skills and abilities related to learning, and beliefs about learning and knowledge. This study examined the factors that may predict such characteristics and thus an individual's propensity to engage in lifelong learning in a sample of university students. Together, openness to experience, change readiness, approaches to learning, self-efficacy and epistemological beliefs significantly predicted lifelong learning characteristics. In particular, the unique contribution of epistemological beliefs to the profile of a lifelong learner was supported. Results indicate that these beliefs may be a key predictor of lifelong learning. 相似文献
19.
Rebecca Eynon Lars-Erik Malmberg 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):569-583
This paper uses nationally representative survey data of adults Internet use in Britain to examine current patterns in the uptake of lifelong learning via the Internet. We develop and test a model that accounts for structure, agency and outcomes using structural equation modelling to address two questions: (1) how structure (as measured by age, gender, SES, Education and ACORN) is related to personal and capital enhancing outcomes of learning online; and (2) how agency (as measured by digital skills and engagement with online learning) mediates this relationship. We demonstrate that social structure remains an important factor in understanding patterns of uptake and outcomes of online learning, alongside an individual’s agentic behaviours. We suggest that countries such as the UK, which have become overly focused on individual interventions to increase the uptake of lifelong learning via the Internet, are going in the wrong direction. Such interventions have failed in the past, and we suggest that they will continue to do so unless policy makers reconceptualise lifelong learning and the Internet in ways that take social structures into account. 相似文献
20.
Anthony Rausch 《International Journal of Lifelong Education》2013,32(5):518-532
Various conceptualizations of lifelong learning have been developed and various practices of lifelong learning have been identified. This paper introduces several recent conceptualizations of lifelong learning before considering the case for Japan, both in general and through examination of the state of lifelong learning in a rural prefecture and a case study of one lifelong learning programme in a rural city. While the case for the prefecture as a whole mirrors the literature on lifelong learning in Japan, the case study presents four specific characteristics that may direct future development of lifelong learning programmes as well as research: a clearly stated societal objective, a knowledge and skills curriculum, participant accountability, and social visibility and presence. 相似文献