Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK)

Abukari, Abdulai

doi:10.1111/j.1465-3435.2004.00216.x

Cited by 22 publications

(10 citation statements)

References 12 publications

(13 reference statements)

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“…The Turkey Lifelong Learning Strategy Paper, issued by the Ministry of National Education in 2009, defines lifelong learning as all kinds of learning activities in which an individual participates throughout his or her life to improve his or her knowledge, skills, interests, and competencies with a personal, social, and employment-related approach. Despite the lack of agreement on what lifelong learning represents exactly, there is a wide consensus that it involves multiple learning ways an individual undergoes throughout his or her life (Abukari, 2005;Bolhuis, 2003;Bryce, 2004;Candy, 2000;Crick, Broadfoot, & Claxton, 2004;Friesen & Anderson, 2004;Hager, 2004;Livingstone, 2001). Lifelong learning should be understood as a socio-cultural process that is important in many aspects rather than just a policy, law, or meta-learning type (Usher & Edwards, 2007).…”

Section: Introductionmentioning

confidence: 99%

Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Demir-Basaran¹,

Sesli²

2019

EUROPEAN J ED RES

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The purpose of this study is to determine whether or not teachers' lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers' lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.

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Section: Introductionmentioning

confidence: 99%

Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Demir-Basaran¹,

Sesli²

2019

EUROPEAN J ED RES

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“…How do we move the construct from rhetoric to operation? A series of articles have addressed issues related to life-long learning, including how it is positioned as a goal of higher education (Abukari 2005;Toynton 2005), what constitutes a life-long learner (Gorard and Selwyn 2005;McCombs 1991;Tennant and Yates 2005), and even how to assess its related constructs (Crick et al 2004;Tuijnman 2003;Wielkiewicz et al 2005). However, few studies have investigated how educators can help traditionally-aged students develop their capacities for life-long learning.…”

Section: Introductionmentioning

confidence: 98%

How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students

2007

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We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications for researchers and practitioners are discussed.

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“…Life-long education is a familiar phenomenon because of expectations through lifelong education; humans continue to and always learn through events that occur in everyday life or experiences that have been experienced. The concept of education throughout life does not recognize the age limit, all human beings who are still young to old age can still be students, because lifelong ways of learning can be done anywhere, anytime, and by anyone (Abukari, 2005).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Long-Life Education in Indonesian Medical Education

Dewi¹,

Imron²,

Supriyanto³

et al. 2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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Education is a process of transforming knowledge, values and skills, inside and outside of school that lasts for life, from generation to generation. Education brings hope to everyone to achieve their goals and achieve a better quality of life. The importance of the meaning of education for one's life to continuously improve the quality of him self and his life, gave birth to a conception of thought about the importance of lifelong education. This is an answer from time and time that is very dynamic, where there will always be progress, new things, and challenges that must be conquered at every stage of the times. This article is made by reviewing; collecting various references both text books and reference journals that are used as references in discussing concepts. Theory and the notion of lifelong education or Long-Life Learning (LLL) in its relevance and its implementation in medical education long life education is the solution to deal with it. One concrete example of the implementation of lifelong education can be seen clearly in medical education, where lifelong education in medicine is known as Continuing Medical Education (CPD) which is implemented with the aim to ensure the quality and quality of doctors and the health services they provide to the community during their medical practice, throughout their lives. This article is made by reviewing; collecting various references both text books and reference journals that are used as references in discussing concepts. theory, and the notion of lifelong education or Long-Life Learning (LLL) in its relevance and its implementation in medical educationEducation in the medical world is fully aware of the importance of implementing lifelong education to continue to be lived in accordance with the times and the times. The form of lifelong education, whether carried out in formal or informal education, continues continuously throughout life, is a condition that must be met within a certain period of time, to ensure the legality and quality of the medical practice it carries out. Medical education is the real implementation of long-life education.

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Conceptualising Lifelong Learning: a reflection on lifelong learning at Lund University (Sweden) and Middlesex University (UK)

Cited by 22 publications

References 12 publications

Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

Examination of Primary School and Middle School Teachers’ Lifelong Learning Tendencies Based on Various Variables

How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students

Implementation of Long-Life Education in Indonesian Medical Education

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