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1.
Tonic Maruatona 《International Journal of Lifelong Education》2013,32(6):547-560
Lifelong learning has come to be internationally recognized as a framework in the development of sustainable education. However, in spite of rhetoric and its endorsement in some nations’ policy documents, lifelong learning is not operationalized and Africa continues to be plagued by social maladies such as HIV/AIDS, capacity poverty, low quality education, global marginalization and ineffective governance. The article argues that post‐colonial Africa transited from concern with service delivery, went through structural adjustment policies to focusing on African renaissance. It indicates that some countries have embraced lifelong learning as policy framework but have not made sufficient efforts to translate that in their teaching and learning. It contents that lifelong learning in Africa can only be effective if African communities are encouraged to make concerted efforts to embrace principles such as deliberative democracy, multiculturalism, decentralization of decision‐making and helping to redirect the agenda of civil society as a way to use lifelong learning to enhance public participation in Africa. 相似文献
2.
Kaori Okumoto 《Compare》2008,38(2):173-188
This article provides a comparative analysis of the development of lifelong learning in England and Japan, while addressing the multi‐dimensional nature of ‘lifelong learning’. The article argues that ‘lifelong learning’ is a concept which has unusual adaptability and legitimacy, and for these reasons has been subject to multiple translations over the last twenty years in both England and Japan. These translations can be identified: a) through discourse; b) in the development of policy; and c) as the shift in the political ideology. Drawing on the insights generated from the three strands, the article concludes that lifelong learning is being translated to accommodate various agendas and has been adapted in diverse contexts. 相似文献
3.
Julia Preece with contributions from David Croome Mankatso Ntene Nomazulu Ngozwana 《International Journal of Lifelong Education》2013,32(6):713-732
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings. 相似文献
4.
This paper explores the alignment of assessment practices in universities and lifelong learning as a key process and outcome for expansive student development. It outlines Boud’s approach to assessment, operationalises this to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and reframes this framework as a guide to improving practices and better-supporting lifelong learning. The paper thus contributes to recent debates about sustainable assessment and how to change assessment to better support students for lifelong learning in different countries. The findings suggest that although more elements were found at Midlands University than Nam Du University, assessment in both cases was an imperfect realisation of this framework. Nonetheless, the paper argues that the framework can offer guidance for changes to align assessment practices with lifelong learning, but to do this it should be adapted to the education context and also expanded to include explicit social commitments to others for expansive lifelong learning. 相似文献
5.
Javier Stanziola 《International Journal of Lifelong Education》2013,32(5):631-649
Public libraries in Europe have supported lifelong learning for the past 500 years. Since the Lisbon Strategy emphasized the role of lifelong learning in economic policy, public libraries have been repositioning their services to respond to this new context. In some cases, these roles are undertaken with limited legislative or strategic changes and stagnant levels of funding. As a result, the sector receives little recognition of its role in lifelong learning amongst policy-makers. A consortium representing 12 EU countries, ENTITLE, was formed to increase awareness of the role public libraries play in this area. It undertook a survey amongst its members to scope relevant policies, strategies and evaluation efforts. This paper presents an analysis of this survey. It shifts the focus away from debates about the instrumental value of libraries. Instead, it explores the role that evaluation plays in policy implementation. It argues that participatory evaluation can help reduce conflict and ambiguity amongst the stakeholders involved in delivering symbolic implementation of policies. So far, however, current evaluation efforts in most ENTITLE countries have played a limited role in supporting coordination and, for some countries, may in fact remove resources away from more effective development efforts, including pedagogical training. 相似文献
6.
Tonic L. Maruatona 《International Journal of Lifelong Education》2013,32(4):377-395
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda. 相似文献
7.
提升学生的思维能力是教育教学的核心目标之一。作为思维能力培养重要手段之一的思维教学于20世纪初在美国萌芽,经历50-60年代的蓄势,70-80年代开始受英美两国思维教学运动的影响,从“潜学”成为“显学”,得到研究者和实践者越来越多的关注。教育哲学层面的理论关注、认知心理学的研究成果以及包括教育在内的实践领域的迫切需求是推动思维教学向前发展的三股核心力量。从思维教学的实践取向来看,思维教学起源于“授之以竿”的“思维技能”教学,发展于“授之以饵”的“思维倾向”教学,回归于“授之以渔”的“知识理解”教学。三种取向的思维教学并没有明显的界限,他们之间是相互重叠的。回归“知识理解”的思维教学并不意味着回归知识的机械学习,而是在提供娴熟思维技能和培育良好思维倾向的基础上,促进对知识的深度理解。我国要实现课程教学的实质性变革,思维教学不仅是有效手段,也是必经之路。如何学习、吸收、应用、创新国外思维教学研究成果,有效发挥后发优势是我国教育界需要认真思考的问题。 相似文献
8.
终身学习理念在国际组织中具有独特的地位,联合国教科文组织、世界经合组织、世界银行和欧盟都不同程度地成为终身学习理念发展的推动力量。随着20世纪70年代终身学习理念出现开始,国际组织对终身学习理念的理解也在不断加深和提升,终身学习的观念在国际组织中不断发生变化。由于国际组织对成员国具有一定的政策影响力,国际组织通过相关政策制定和推行等方式来实现终身学习理念以及政策目标。 相似文献
9.
当前,我们正处于构建终身教育体系、创建全民学习型社会的背景之下,中国远程高等教育由此面临着新的发展机遇。因此,我们需要了解国际远程高等教育领域发展现状及走势,并认清我们所处的新情境,从而探索中国远程高等教育的未来发展之路。因此,本研究基于八年来(2004-2011年)对国际远程高等教育领域48位知名学者的46篇访谈,从当前远程高等教育需求与理念的变化、政策与管理、课程的设计与开发、学习支持、经济与成本、质量保证、研究方法的创新、实践发展以及研究背后的故事等九方面剖析了当前国际远程高等教育的发展动态和趋势,希望能对终身教育背景下我国远程高等教育的未来发展有一定借鉴意义。 相似文献
10.
Distinctively economic objectives for lifelong education, especially adult learning and education, feature prominently in policy-making agendas and educators’ practice in much of the world. Critics contend that humanistic and holistic visions of lifelong learning for all have been marginalised and neglected. The current turn of political attention to issues of planetary environmental sustainability and to global societal transformation and interconnectedness raises further questions and prospects. Two United Nations’ publications in 2015: UNESCO’s Rethinking Education: toward a global common good? and of the United Nations’ Transforming our world: the 2030 Agenda for Sustainable Development pose intersecting concerns for lifelong learning and environmental sustainability. This article engages with those questions in particular regard to the role of adult learning and education. It discusses a field study of non-formal adult education in Ghana. The field study contributes evidence that resiliently humanistic conceptions and practices of non-formal adult education practically succeed to foster transformation, development and human flourishing. That effective humanism gives credence to the ambitiousness of UNESCO and UN agenda for transformation and sustainability and informs international debates. 相似文献
11.
Jandhyala B. G Tilak 《Compare》2002,32(3):297-310
The paper describes the salient features of the emerging knowledge society, its relationship with education, the role of the international organisations in knowledge development and knowledge management, and specifically the need for knowledge-based aid policies. The paper argues that development of strong education systems, including specifically higher education and research systems, is a necessary prerequisite for development of a knowledge society. International aid organisations have been active in the development of education directly, and thereby in knowledge development indirectly in developing countries. Some organisations have also initiated efforts that aim at knowledge development and management directly. But the approaches of international organisations for knowledge development and management need to be modified to suit the divergent dynamic socio-economic conditions and national policies. Also based on the principle of comparative advantage, it can be suggested that knowledge development should be the main responsibility of governments in developing countries, while knowledge management could be the task of the international aid organisations. 相似文献
12.
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
13.
Jean Gordon 《European Journal of Education》2015,50(4):440-460
What do we expect from Vocational Education and Training (VET) systems? Is it different from 25 years ago? This article argues that the focus has increasingly been placed on strategies for lifelong and life-wide learning that seek to reinforce continuity among the subsystems of learning, but that VET systems are, nevertheless, still expected to address many and sometimes conflicting agendas, needs and priorities. The last 25 years or so have been critical for the development of VET in Europe. Making VET more attractive and increasing its parity of esteem in relation to general secondary education have been major, recurring themes in European countries, as part of, at least conceptually, more comprehensive approaches to lifelong and life-wide learning. From 1989 to 2003, the European Journal of Education (EJE) published a special issue on ‘Trends in Vocational Education and Training’ every two years and has continued to publish on VETrelated topics. This article revisits the major themes and challenges as they were observed and discussed by the authors who wrote in those special issues and in later articles. Many were directly involved in advisory positions to governments; held key decision-making responsibilities; undertook studies and consultancy and brought technical assistance across several countries. Their articles are moments of reflection nourished by experience on the ground. This article explores how the European Journal of Education has contributed to European reflection on VET systems, policies and preoccupations in recent decades – what can we learn that is useful for shaping and formulating our present ideas about new policy from our colleagues writing about the same or similar issues 20 years ago? A key theme concerns the role of the Europe Community (and subsequently EU) as a change agent supporting bottom-up exchange and top-down stimulus for reform through an increasing integration of education and training in the socio-economic strategy of the EU. 相似文献
14.
在英联邦学习共同体的倡议和支持下,发端于印度的农民终身学习项目秉持"源自农民、服务农民"的理念和目标,建立终身学习框架,通过倡导"民本"理念、强调正式和非正式知识资源间的联系、建立多方共赢模式、注重技术更新以及借力国际机构等举措,促进了发展中国家农民终身学习的可持续发展。"园艺知识革命的传递"作为子项目中的典范,充分体现该项目的理念、目标和运作模式,为我国推进农民终身学习提供了可供借鉴的经验。 相似文献
15.
Tonic Maruatona 《Studies in Continuing Education》2013,35(2):121-138
This paper analyses Botswana's commitment to lifelong learning policy and discusses how it can help the state achieve its vision for sustainable development. First, it argues that while Botswana is renowned for its economic success, it still fails to address positively such traditional challenges as poverty, unemployment and income inequality, which are increasing disproportionately, especially among the youth and non-literate adults. These structural problems can be attributable partly to the low quality of education, which does not enable learners to reduce their risks and vulnerabilities. The paper outlines the concepts of lifelong learning and sustainable development and work from there to analyse the national education policy. It is acknowledged that the state made commendable progress in delivering basic, extension and continuing education since adopting lifelong learning in 1994. However, the delivery failed to use education to transform people's lives. The education itself failed to balance quantity with quality effectively to inculcate a culture of democracy. These issues need to be critically addressed because they invariably hamper Botswana's efforts to deliver quality education and attain its vision for sustainable development. Finally, the paper suggests that the education system should incorporate lifelong learning principles, effectively involve learners in decision making and teach for empowerment. 相似文献
16.
《International Journal of Lifelong Education》2012,31(5):515-526
ABSTRACTThis paper argues that Non-formal Education (NFE) has seen a remarkable revival of interest across both developing countries and the more highly developed countries. Among the factors causing this revival is the search for alternative educations to meet the needs of different groups in society. But in the process, NFE has been relocated – not so much as ‘outside’ formal educational institutions but as a different kind of learning programme within a continuum of lifelong learning covering formal, non-formal and informal learning. It argues that the adult learning targets contained in every one of the Sustainable Development Goals (SDGs) cannot be met by formal learning programmes alone and require a much expanded non-formal education programme. To deliver this, the paper suggests that the current movement for community learning centres (CLCs) can provide a base for operationalising NFE for the SDGs. It takes a case study, the Folk Development Colleges of Tanzania, as an example of the kind of national system for NFE which can be built. It ends by looking at current redefinitions of NFE and at where such an NFE system might fit into the governmental architecture of educational planning. 相似文献
17.
The Organization for Economic Co-operation and Development’s (OECD) Programme of International Assessment of Adult Competencies (PIAAC) is put forward as a landmark development in the lifelong monitoring and international comparison of education. The first round of PIAAC’s Survey of Adult Skills compared performance in literacy, numeracy and problem solving in technology-rich environments across 24 countries. However, the translation of any OECD agenda into national policies is mediated by many actors, including the media. This paper examines and compares how the national media of Japan, England and France reported on the PIAAC results of their countries and the extent to which these reports mirror key messages from the OECD’s Country Notes. It begins to trace how the OECD PIAAC agendas materialise into national policies. Although their role in this initial period was limited, we argue the roles of the media together with other policy actors must be monitored as they interact to shape possibilities for sustainable adult education policies. 相似文献
18.
The current dominant account of aid to education focuses on schooling and official development assistance and talks in terms of policy work, donor harmonisation and, increasingly, budgetary support. However, this approach is limited in a number of ways. The return of international policy interest in vocational education provides an opportunity to take a look at whether the dominant paradigm is really a solution in all cases. Through an exploration of the evolution of the South African further education and training, this paper illustrates the importance of looking at where a country wants and does not want to learn from. It points to the need to gaze beyond official development assistance to examine the way that dimensions such as cultural diplomacy, commercial interests and solidarity play a role in policy learning. It also draws attention to the often-varied national institutional resources for learning and the complex interplay of individuals, both local and foreign, in the learning process. Finally, it hints that many apparently minor instruments such as exile, study abroad and structured exchange visits may contribute to a far more complex web of policy-related learning than is captured in conventional accounts of policy borrowing/learning that focus on the official level. It may be that a more meaningful discussion of the effectiveness of international cooperation, rather than the more narrow notion of aid, would ensue if such perspectives were taken on board. 相似文献
19.
Lynne Chisholm 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2013,59(3):373-382
This reflective think-tank contribution begins by comparing advocacy and research as distinct modalities of professional and social action. In practice they frequently elide and merge into one another. While alliance and complementarity between the two modalities is constructive for shaping policy and practice, it poses risks when governments and state apparatus play their own advocates, co-opting research into the endeavour. Established classification and distribution policy logics are ill-attuned to transversal and holistic agendas such as lifelong learning; this leads to competition between interest groups defined by educational sector and level, and it occludes life-course perspectives on learning that have the capacity to resituate understandings of shared interests. Transversal and holistic agendas demand forms and styles of evidence that can encompass these qualities; indicators and benchmarks as currently employed in educational policymaking are under-developed with respect to lifelong learning. The successful example of eco-footprinting could suggest a way forward that is not only evidentially more appropriate, but could also achieve greater impact for the development of lifelong learning policy and practice. 相似文献
20.
《Africa Education Review》2013,10(2):229-243
Abstract Among the challenges in Open and Distance Learning (ODL) generally and specifically within the African sub-region, is the difficulty to harness resources to regularly mobilize senior and mature academics as complacent learners to embrace continuous professional development, as a way of improving the quality of their academic performance. In order to change their conservative academic practises in many of the transformed African Tertiary Institutions (ATIs), this paper argues, that irrespective of the status and the long years of service of such academic staff members, it becomes pertinent for them to consciously engage in lifelong learning process. This is important because majority of such lecturers of ODL Institutions came from the contact (F2F) institutions with little or no experience of ODL best practices. 相似文献