Models of Lifelong Learning and the ‘Knowledge Society’: Education for Competitiveness and Social Cohesion

2006 ◽  
pp. 141-174
Author(s):  
Andy Green ◽  
John Preston ◽  
Jan Germen Janmaat
Keyword(s):  
Lifelong Learning ◽  
Social Cohesion ◽  
Knowledge Society

scholarly journals Η «κυβερνητική στρατηγική» για τη διά βίου εκπαίδευση στην Ευρώπη και την Ελλάδα

2016 ◽  
Vol 2 (2) ◽  
Author(s):  
Ελένη Πρόκου
Keyword(s):  
General Education ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Vocational Training ◽  
Social Inclusion ◽  
Knowledge Society ◽  
Learning System ◽  
Significant Extent ◽  
The Individual ◽  
Governmental Strategy

<p>Since the early 1990s lifelong education in Greece has been formulated according to the “governmental strategy”; the lifelong learning system has been expanded and privatized to a significant extent, while responsibility for<br />participation in lifelong learning programmes facilitating entrance in the labor market has been passed on to the individual. The two basic goals for the establishment of the knowledge society relate to the enhancement of economic competitiveness and safeguarding social cohesion. Vocational training centers<br />(mainly private ones) acquired the biggest share of EU funds aimed at combating unemployment induced social exclusion. Focus was put on continuous vocational training with a parallel weakening of the general education provided to adults. The adopted strategy, by moving away from public educational policy<br />(through privatization and individualization) has ultimately hindered the attainment of social goals such as social inclusion and social cohesion.</p>

Apprendimento

2010 ◽  
pp. 19-25
Author(s):  
Giancarlo Origgi
Keyword(s):  
Lifelong Learning ◽  
Knowledge Society

Il saggio tenta di dare forma alle tante dimensioni del concetto di apprendimento nella societŕ della conoscenza, in relazione alle tematiche del lifelong learning ed a quelle relative all'innovazione dei modelli di conoscenza e di formazione legati all'introduzione delle nuove tecnologie ed al ruolo, sempre piů significativo, che l'individuo assume all'interno della realtŕ virtuale. Un concetto fondamentale dell'articolo č il concetto di "rete" assunto come metafora essenziale capace di delineare la vita degli individui nella knowledge society. Il termine "rete" fa riferimento, in tal senso ed allo stesso tempo, a tanti concetti estremamente significativi della societŕ contemporanea e della vita degli individui: la rete designa al tempo stesso la conoscenza, la cittŕ, la societŕ, internet, la navigazione tra mondi reali e virtuali disegnati, dalle nuove tecnologie, nella formazione cosě come nel cinema, nella letteratura cosě come nelle discipline del costruttivismo. L'articolo si conclude con un breve rimando alla cultura del rinascimento anticipatrice di uno spirito in cui scienza, conoscenza e tecnica sono tra loro fortemente legate. La sperimentazione che ha luogo nel rinascimento, nella bottega dell'artigiano, diventa punto di partenza e filo unificante di diverse istanze della conoscenza e dell'arte, della ricerca scientifica e dell'esplorazione tecnica.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

A Post-Pandemic Strategy to Support Lifelong and Work-Integrated Learning

2022 ◽  
pp. 203-219
Author(s):  
Peter Mozelius
Keyword(s):  
Communities Of Practice ◽  
Lifelong Learning ◽  
Real World ◽  
Knowledge Society ◽  
Pilot Project ◽  
Insurance Companies ◽  
Integrated Learning ◽  
Pedagogical Aspect ◽  
Work Integrated Learning ◽  
User Friendly

Lifelong work-integrated learning is a key challenge in the growing knowledge society, with the Corona pandemic as a catalyst for technology enhancement. This chapter argues for the need of a post-pandemic strategy that rethinks not only the pedagogical aspect but also the technology enhanced and collaborative aspects of lifelong and work-integrated learning. The strategy that is presented in this chapter is based on the author's experience from the BUFFL initiative, a pilot project for industry development at banks and insurance companies through technology-enhanced lifelong learning. The recommendation is a strategy tailored for the target group that supports the work-integrated learning aim of academia providing useful theories for real-world tasks in the industry. Some important components in the strategy are 1) to extend pedagogy with andragogy and heutagogy, 2) the design of user-friendly hybrid environments, and 3) blended communities of practice.

scholarly journals Development of an assessment tool to measure the prior experiential learning of adult learners: The case of Wawasan Open University

2013 ◽  
Vol 8 (2) ◽  
pp. 1-18
Author(s):  
Liew Teik Kooi ◽  
Teoh Ai Ping ◽  
Phalachandra Bhandigadi
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Diagnostic Test ◽  
Tertiary Education ◽  
Knowledge Society ◽  
Assessment Tools ◽  
Attrition Rate ◽  
Open University

Recognition of prior experiential learning offers a vital contribution to supporting lifelong learning around the globe. The Malaysian government has placed great emphasis on lifelong learning in developing a knowledge society to achieve its goal of becoming a developed nation by the year 2020. Hence, the efficacy of recognition of prior experiential learning acts as a mechanism to enhance social equity and social inclusion in the Malaysian higher education context. In tandem with this, Wawasan Open University (WOU)'s vision and mission is to enculturise lifelong learning and provide access to adult learners who may have previously missed the opportunity to pursue higher education. Since its inception in 2007, WOU has developed a mechanism to review, recognise and accord validity to all prior experiential learning (PEL) of the learners. WOU's PEL comprises a series of assessment filters in three stages that are systematically utilised to gauge the learner's level of preparedness to embark on their tertiary education. These stages are (i) Certificate Attestation and Work Experience Portfolio, (ii) Diagnostic Test and (iii) a six-month HeadStart programme. This study investigated the effectiveness of the mechanism and its assessment tools in measuring prior experiential learning of the students. The authors examined the GPA/ CGPA performance of two groups of learners. The first group consisted of those who have passed the diagnostic test and proceeded directly to undertake their degree studies. The second group comprised learners who were unsuccessful in their diagnostic test and had to undertake a six-month HeadStart programme prior to commencing their degree studies. The authors then conducted an analysis on the correlation between the Diagnostic Test results and the GPA/CGPA scores obtained. Similar correlation analysis was also carried out to examine whether learners who had undergone the six-month HeadStart programme performed better in their tertiary studies. Support services offered to these two groups of learners were also identified. The findings from this study also reveal the appropriateness of the various components embedded in the Diagnostic Test as well as the courses offered in the six-month HeadStart programme that aimed to strengthen the learners' knowledge, skills and attitudes prior to pursuing their tertiary studies. Open Universities that subscribe to the philosophy of broadening access to higher education may explore the possibility of adopting the tested bridging programme developed by WOU for weaker Open Entry students to enhance the success rate of students and reduce attrition rate.

scholarly journals DEVELOPMENT OF THE SCHOOL AS MULTIFUNCTIONAL COMMUNITY RESOURSE IN LATVIA: OPPORTUNITIES AND CHALLENGES

2015 ◽  
Vol 1 ◽  
pp. 496
Author(s):  
Aija Tūna
Keyword(s):  
Sustainable Development ◽  
Lifelong Learning ◽  
Social Cohesion ◽  
Financial Crises ◽  
Local Communities ◽  
Community School ◽  
Rapid Changes ◽  
Small Rural Schools ◽  
Challenging Situation ◽  
The Impact

In the context of rapid changes in the society schools face the problem of how to provide services in a way which promotes lifelong learning, social cohesion and sustainable development for individuals and communities while being efficient and accountable. The impact of the financial crises, declining number of students and uncertainty about rural development in general has put small rural schools in Latvia in a challenging situation. Since 2009 the initiative has been implemented to support schools to develop into multifunctional community centres by expanding their functions and reconsidering their role in local communities. The results of the study conducted on the bases of this initiative demonstrate significant potential of community school approach and also reveal challenges in understanding and implementing such approach.

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