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Abstract

Our world is changing around us in such a frantic pace that if we do not continue to grow and develop; we will soon be left behind. In the 21st century, we all need to be lifelong learners. We need to continually keep our skills sharp and up to date so that we have an edge in all we do. Of course, we all have a natural desire to learn for adapting to change, enriching and fulfilling our lives. This review article is an attempt to present the main advantages which follow lifelong learning. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Huseyin Uzunboylu.
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... With the gradual extension of the average life expectancy in countries around the world, the elderly population has increased year by year; the adult population who participates in lifelong learning in this way is also growing year by year. Laal and Salamati (2012) believe that lifelong learning is to adapt to changes and to enrich and fulfill a natural need of life (Laal and Salamati, 2012). ...
... With the gradual extension of the average life expectancy in countries around the world, the elderly population has increased year by year; the adult population who participates in lifelong learning in this way is also growing year by year. Laal and Salamati (2012) believe that lifelong learning is to adapt to changes and to enrich and fulfill a natural need of life (Laal and Salamati, 2012). ...
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With the learning characteristics of adults, such as self-directed learning, courses that are preferred in application and practice, this research explores the Problem-Based Learning (PBL) teaching method employed in adult keyboard music learning courses. This research established a research model and investigated the correlation of learning satisfaction with influencing factors such as teaching effectiveness, self-efficacy, and teamwork and verified teaching effectiveness, self-efficacy, and teamwork relationships. Research data has been collected from the keyboard music students of the two classes of the Arts & Culture Department in Open University of Kaohsiung (OUK). Data analysis was conducted in three stages: descriptive statistics, measurement model verification, and structural equation model. The results of the study found that teaching effectiveness has a significant impact on learning satisfaction. Teamwork also has a significant positive impact on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. Finally, the results of the study found that teaching effectiveness and teamwork both have significant impacts on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. The student-led presentations went smoothly and the results were quite remarkable, which became a reference for the implementation of other courses for adults in the future.
... Selain daripada itu, dengan mengikuti program PSH, ia akan dapat memperkaya dan memenuhi kehidupan (Laal & Salamati, 2012). Bagi orang yang melanjutkan mereka dapat mengharapkan kehidupan yang aktif dan bermakna tanpa membiarkan sisa umur berlalu begitu sahaja. ...
... For example, Tam and El-Azar (2020) claim the pandemic has reshaped education because most universities and schools around the world have been forced to adopt online teaching modes to prevent the spread of virus while continuing to deliver their programmes and courses; students have been required to stay at home and interact online with their tutors and peers, either synchronically or asynchronously. In this new era, people are also being urged to update their learning skills and become lifelong learners to keep up with transformations like these (Laal & Salamati, 2012). In other words, learning has become a part of life-a true lifestyle. ...
... In the 21st century, there is a growingly important need to continue education and acquire the skills necessary to adapt to the everchanging world. We need to keep our skills up to date as lifelong learners to catch up with the rapidly growing and changing world (Laal, Laal, & Aliramaei, 2014;Laal & Salamati, 2012). Longworth(2003) emphasizes the significance of lifelong learning for the 21st century considering global demographics and environmental requirements. ...
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... Furthermore, a person who is constantly learning is also more likely to have access to jobs with better conditions and higher wages. Finally, individuals go from being a "passive spectator" of life to being able to make their life more interesting and meaningful, as they encounter different objects and are therefore offered the opportunity to immerse themselves in what they find most important and interesting (Laal & Salamati, 2012). ...
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The paper focuses on the implementation of lifelong learning policies (LLL) in Greek universities concerning the establishment and operation of lifelong learning centres (LLLCs) in universities. The research will focus on the characteristics of the active curricula in the academic year 2020-21 of one lifelong learning centre, the centre of the University of Macedonia. Specifically, the first section makes a reference to knowledge society and its characteristics and provides the basic definitions of the concepts that will be dealt with in the article. The 2nd section highlights the main developments in lifelong learning policies, initially at a European level and subsequently at a national level. The 3rd section presents the research methodology concerning the characteristics and central choices of the lifelong learning centre of the University of Macedonia. The 4th section presents the analysis of the survey findings and our conclusions.
... From a societal perspective, lifelong learning contributes to the creation of productive, innovative and competitive societies. The members of society who are more educated and seek constant professional development create new ideas and adapt to challenges and changes more easily (Laal & Salamati, 2012). Adult learning and education now also gain special weight in the context of the Education 2030 Agenda, which is linked to the UN Sustainable Development Goals. ...
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With institutions of higher education recognizing the importance of implementing sustainability education, universities have begun exploring the driving factors of sustainable teaching innovation among higher education faculty. However, the crucial role of higher education faculty in the educational innovation process has been neglected. This study adopted a two-wave tracking survey method, collected 354 valid questionnaires from the university innovation and entrepreneurship education alliance of the eastern coastal provinces of China, and tested the research model using hierarchical regression. The findings indicate that (1) university playfulness climate can predict teachers' sustainable teaching innovation; (2) job engagement positively mediates the relationship between university playfulness climate and sustainable teaching innovation; and (3) the sensitivity of teachers’ teaching and learning positively moderates the effects of university playfulness climate and job engagement on teachers' sustainable teaching innovation. These findings suggest that the role of the university playfulness climate is being considered and may be closely related to university social innovation through teachers' sustainable teaching innovation.
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This article examines the rise of the discourse on lifelong learning across Europe and the variety of national policy trends which its rhetoric occludes. The ubiquitous presence of this meta-discourse in education and training policy-in-theory is seen as a singular event, which can be ascribed to the impact of the variety of global forces on the education arena. It serves specific political functions in addition to signalling real changes in education and training systems. The duality of convergent rhetoric and divergent policy-in-practise is seen as a challenge to education policy analysis which requires multi-layered interpretation.
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This era of lifelong learning is a time when knowledge is increasing and changing rapidly. Focusing on implications for individuals and schools, this paper addresses issues such as the need for information literacy, the need to develop a questioning, reasoning and evaluating approach to learning appropriate generic competencies, and the importance of identity and learning how to learn.
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Cet article presente les resultats d'un inventaire europeen evaluant politiques et pratiques dans les Etats membres et la Norvege dans le cadre de la validation de l'apprentissage formel, non formel et informel. Le contexte etudie est la cooperation croissante entre les Etats de l'Union Europeenne afin de convenir de mecanismes permettant d'ameliorer la transparence des qualifications professionnelles entre les pays et d'evaluer les mecanismes actuels de validation de l'apprentissage formel, non formel et informel dans les differents systemes nationaux dans la perspective d'un developpement des strategies d'education permanente.
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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.
Terminology of vocational training policy: a multilingual glossary for an enlarged Europe Cedefop (Ed), Luxembourg; Office for Official Publications of the European Communities://www.refernet.pl/zasoby/download/glosariusz.pdf
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