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Lifelong Learning and Public Policy
Abstract
This report, prepared by the Lifelong Learning Project at the request of the Assistant Secretary for Education, focuses on the adult years of lifelong learning. An executive summary precedes the report and summarizes its main findings. For example, it is reported that the federal government has provided only a fraction of its financial support for learning opportunities for adults over traditional college age. Part 1 of the report defines lifelong learning and describes the elements of a society concerned with learning. Lifelong learning is described as the process by which individuals continue to develop their knowledge, skills, and attitudes over their lifetimes. The second part analyzes federal, state, and local relations in lifelong learning and recommends federal activities in research, demonstration, and coordination at each level. Part 3 applies the lifelong learning perspective to four groups of learners: workers, urban youth, women, and older adults, and recommends some federal roles in improving lifelong learning for these groups. Four appendixes contain the findings of Congress, sources of education and learning in the U.S.A., the Lifelong Learning Act, and the Lifelong Learning Project papers. (CSS)
... Lifelong learning is conceptualized as being a cradle to grave activity (Broschart, 1977;Cropley, 1980;Jackson, 2003;Merriam & Brocket 1997). According to Richardson (1978), lifelong learning refers to the process by which "individuals continue to develop their knowledge, skills and interests throughout their lifetimes" (p. 15). ...
... Whereas it is a process in which one may engage in at all ages, in a multitude of settings, the intent on the part of the learner has to be present. Lifelong learning is intentional, deliberate and purposeful whether it occurs in the workplace, on campus, at home, through formal or nonformal organizations, through traditional or non-traditional methods, or through the selfdirected efforts of an individual (Richardson, 1978). It is also linked to changes in life circumstances (presenting challenges or opportunities) making it lifelong and life-wide. ...
It is widely accepted that the ability to be a lifelong learner is a necessity if one is to survive in the current rapidly-changing and technologically-complex society. The importance of lifelong learning in achieving societal and personal goals is rarely challenged. Despite the fact that it is a widely written-on subject, conceptual ambiguity still appears to plague the lifelong learning concept. Consensus is yet to be achieved on the definition of lifelong learning. Also, the original broad conceptions of lifelong learning which were largely driven by humanistic ideals, and which emphasized diverse purposes of learning are increasingly yielding to narrower conceptions that emphasizes mostly learning for work-related reasons and economic competitiveness. The key to drawing benefits of lifelong learning is having as wide a population as possible participating in lifelong learning. Nonparticipation has been identified as a key problem in lifelong learning literature. This paper involves a review of empirical studies that investigate, and conceptual papers that discuss triggers for adult learning, and discusses its applicability to the lifelong learning concept. It is argued in this paper that understanding the triggers for adult learning provides a basis for defining lifelong learning in a manner that pays close fidelity to the original broad conceptions of lifelong learning that capture its life-wide and lifelong aspects. Also, looking at triggers for adult learning has implications for understanding participation in lifelong learning. © Common Ground, Kenneth Kungu, Krisanna Machtmes, All Rights Reserved, Permissions.
... Kavramsal olarak yaşam boyu öğrenmeyi Richardson (1978) "bireylerin öğrenme fırsatlarını kaçırmayarak yaşamlarındaki bilgi, beceri ve ilgilerinin gelişimini sağlayabildikleri bir süreç", Aksoy (2013) "bilgi ve becerilerin kazanılması ve uygulanması için sürekli bir yükümlülük olup öğrenme süreçlerine ait, değişen ekonomi ve toplumların taleplerine cevap veren bir kavram" Bülbül (1991), "rastgele öğrenmenin dışında, öğrenim fırsatlarının bireyin gereksinimlerini yaşam boyunca karşılayacak biçimde düzenlemiş eğitim (Akt. Bahat 2013)", Jarvis (2004, s.64) "bireysel ve kurumsal öğrenmenin bir bütünü "Uzunboylu ve Hürsen (2011) "gerek formal gerekse informal eğitim yoluyla bireylerin kişilik, sosyal ve mesleki alanda gelişimini sağlayan tüm öğrenme faaliyetleri" Demirel (2010) "Herkese ihtiyacı olan eğitimi, ihtiyaç duyduğu anda ve olanaklarına uygun yerde vermeyi amaçlayan eğitim yaklaşımı" Hake (2006Akt. ...
Bu araştırmanın amacı, öğretmenlerin yaşam boyu öğrenme eğilimlerini ve kültürel sermaye yeterliklerini belirlemektir. İlişkisel tarama modelinde olan araştırmanın örneklemini 2018-2019 eğitim öğretim yılında Adana ili merkez ilçelerinde (Çukurova, Seyhan, Yüreğir, Sarıçam) görev yapan 419 sınıf öğretmeni oluşturmuştur. Bu araştırmanın verileri “Yaşam Boyu Öğrenme Eğilimi Ölçeği”, “Kültürel Sermaye Ölçeği ve araştırmacı tarafından hazırlanan kişisel bilgiler formu kullanılarak toplanmıştır. Araştırma sonucunda, öğretmenlerin yaşam boyu öğrenme eğilimlerinin “kısmen uyuyor” aralığında yani yaşam boyu öğrenme eğilimine sahip oldukları belirlenmiştir. Öğretmenlerin kültürel sermaye yeterlikleri yüksek bulunmuştur. Öğretmenlerin yaşam boyu öğrenme eğilimleri ile kültürel sermaye yeterlikleri arasında orta düzeyde (r=.383) anlamlı bir ilişki olduğu görülmüştür. Sonuç olarak yaşam boyu öğrenme ve kültürel sermayenin birbiriyle etkileşim içerisinde olan iki nitelik olduğu; yaşam boyu öğrenme eğilimi arttıkça kültürel sermayenin de artacağı görülmüştür. Öğretmenlerin yaşam boyu öğrenme eğilimleri ile kültürel sermayelerinin yüksek çıkması “aktarım” yoluyla yetiştirdikleri öğrencilerinde de bu niteliklerin yüksek olmasına katkı sağlayacaktır.
... Retaining knowledge, skills, and interests in their lives [13]. Engaging them with the right labor market skills and increasing their chances of generation of new employment opportunities. ...
The population of senior citizens is on the rise in India. Keeping senior citizens engaged and active throughout their lives is a challenge that can be met by offering need-based lifelong learning opportunities to them. Senior citizens, in addition to their will and efforts, need support from the government and community to engage in lifelong learning in a productive and meaningful manner. Therefore, the right kind of policies and opportunities can help senior citizens practice lifelong learning and have maximum benefit. This paper analyses significant policies and provisions related to senior citizens' lifelong learning since India's independence in 1947. Based on this analysis, the paper suggests potential measures to realize the vision of 'Lifelong Learning for All Senior Citizens' in India.
... Bireylerin bilgi toplumuna uyumunu kolaylaştıran formal eğitimin sınırlarının dışına çıkan ve informal eğitimi de içine alan YBÖ, her türlü bilgi, beceri ve niteliğin beşikten mezara kadar olan süreçte kazanılması ve güncellenmesi anlamına gelmektedir (Candy, 2003). Richardson (1978) da, YBÖ' nin bireylerin öğrenme fırsatlarını kaçırmayarak yaşamlarındaki bilgi, beceri ve ilgilerinin gelişimini sağlayabildikleri bir süreç olduğunu belirtmektedir. YBÖ, örgün öğrenme, yaygın öğrenme, mesleki eğitim, teknik eğitim, hizmet içi ve hizmet dışı tüm eğitim ve öğretimleri kapsamaktadır. ...
The aim of the study is to examine lifelong learning competencies of science teachers who work in Karaman, on the basis of their gender, years of experience, types of schools, and professional subject areas. The study population comprised 216 science teachers working in Karaman, a small city in Turkey, during the 2012–2013 academic years. The sample of the study, which is determined by simple random sampling method, comprised 104 teachers, 48 female and 56 male. The survey model was used in the study. The data were obtained using the “Lifelong Learning Competence Scale”, developed by Hursen (2011). According to the results, the science teachers’ levels of lifelong learning competencies are high. Also, the results of the study show no significant differences between the levels of competencies with respect to teachers’ gender, years of experience, types of schools and subject areas. However, in terms of each of the sub-dimensions of the scale, a significant difference was found between the levels of digital competencies with respect to the teachers' years of experience.
... Generally speaking LLL means that learning should take place at all stages of life cycle (from the cradle to the grave) and, in more recent versions that it should be life-wide; that is embedded in all life contexts from school to workplace, the home and the community. With the development of the idea and practice of lifelong education, there are some definitions for LLL stated in the following: • Lifelong learning is a process in which individuals retain their development of knowledge, skills, and interest in their lives and opportunities of learning (Richardson, 1978) which deepens the theory of lifelong education from the standpoint of the educates. The main aim of LLL is to reinforce and improve the life quality of individuals by enabling them to bring their own potential to the utmost level. ...
... Lifelong learning is a process in which individuals retain their development of knowledge, skills, and interests in their lives and opportunities of learning (Richardson, 1978). ...
Lifelong learning is the lifewide, voluntary and self-motivated pursuit of knowledge for not only personal but professional reasons as well. It does not only enhance social inclusion, active citizenship and individual development, but also increases competitiveness and employability. The importance of Lifelong Learning has been increasing for some important reasons. These are increasing of life expectancy, increasing the "old-age dependency" ratio, to desire for increasing the life quality, and trying to keep themselves in good physical and mental condition by humans. Due to these reasons, the importance of Lifelong Learning has been increasing.
... Lifelong learning is a process in which individuals retain their development of knowledge, skills, and interest in their lives and opportunities of learning (Richardson, 1978). The meaning of lifelong learning includes a process from 'cradle to grave' without constraining it to specific time periods, years, certain organizations or institutions (Çolakolu, 2002). ...
The necessity to cope with the rapid changes in science and technology in the 21st century and the necessity to adjust to the prerequisites of the knowledge society brought about the need for lifelong learning. Schools create lifelong learning societies and in this sense their importance is not to be underestimated. The length and the quality of the education at schools assume a critical role for the ability and motivation which are targeted at prospective learning situations. Accordingly, the strategy of lifelong learning should also include school years. The aim of this study is, while taking the basic differences between educational perspective of the 20th century and the concept of the lifelong learning in the 21st century, to display the changing function of educational institutions and the interaction between schools and lifelong learning with a terminological analysis.
... Lifelong learning is a process in which individuals retain their development of knowledge, skills, and interest in their lives and opportunities of learning ( Richardson, 1978). The meaning of lifelong learning includes a process from cradle to grave without constraining it to specific time periods, years, certain organizations or institutions (Çolakolu, 2002). ...
The necessity to cope with the rapid changes in science and technology in the 21st century and the necessity to adjust to the prerequisites of the knowledge society brought about the need for lifelong learning. Schools create lifelong learning societies and in this sense their importance is not to be underestimated. The length and the quality of the education at educational institutions assume a critical role for the ability and motivation which are targeted at prospective learning situations. Accordingly, the strategy of lifelong learning should also include school years. The aim of this study is, while taking the basic differences between educational perspective of the 20 st century and the concept of the lifelong learning in the 21st century, to display the changing function of educational institutions and the interaction between schools and lifelong learning with a conceptual analysis.
... Lifelong learning is a process in which individuals retain their development of knowledge, skills, and interest in their lives and opportunities of learning (Richardson, 1978), a lifelong learning individual has a continuous aspiration for learning and the responsibility for his/her own learning, Crowther (2004). According to the European Commission (briefing paper 20, 2001) in recent years lifelong learning has become a fundamental goal of educational policies at national and international level. ...
It is supported that the object of education is to provide results. Hence, it is of crucial importance to economic development globally. In our era, globalization is a highly disputable event with strong persuasive arguments and equally solid disagreements. The impact of globalization in our everyday activities has been increased. In parallel, technological developments have contributed considerably to dramatic changes in economic, social and educational sectors. Globalization trends and technological developments demand from enterprises and educational organizations innovative ways of business practices and educational delivery in order to cope with the real market demands. Educational planners and policy makers have been trying to design new curricula in an attempt to adequately prepare the workforce to meet the current market requirements. Yet, the anticipated results have not been attained mainly because traditional educational systems proved to be inadequate to link the supply of knowledge and skills with the contemporary needs. This paper will connect e-learning educational/training courses delivery with lifelong learning (LLL). It will further analyze certain factors from the professional and educational point of view and provide recommendations on how to accelerate the implementation of LLL supported by e-learning.
Purpose
The purpose of this paper is to critique the current wave of naming cultures in information literacy practice, the relationship between information literacy, literacy theory, and fluency theory, and suggests alternative conceptualizations for information seeking behavior.
Design/methodology/approach
After conducting literature and website reviews, a survey was posted on the Survey Monkey commercial site and librarians were invited to participate. The resulting analysis offers a synthesis of the literature and survey statistics.
Findings
Fewer programs than expected use “information fluency” as the defining factor in their library instruction programs. However, responses to the survey were useful in thinking about ways to retain a focus on information literacy theory in light of alternate naming conventions.
Research limitations/implications
With over 200 respondents, the quantitative research component is healthy though clearly not exhaustive. Future researchers may wish to focus their quantitative research on specific locations or types of libraries.
Originality/value
While a number of writers have presented practical and theoretical work related to information fluency, few authors chose to question the existence of fluency standards or the assessment of these standards. In addition, the researchers respond to concerns about linear and hierarchical constructions of literacy by offering an alternate model.
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