Lifelong Learning, Changing Economies and the World of Work

Best Innovation Practices of Pedagogical Education Enhancement in the Kaliningrad Region

“…-generating positive attitudes towards students' own professional self-determination; -understanding the aging process of a series of professional activities, or "endangered -jobs" [9]; -developing a conception of designing educational, professional and career trajectories; -developing the notion of constituent elements of students' future career; -developing the notion of the pace of changes in every sphere of the modern world, integration of new technologies into our life [10,11]; -the necessity of developing reflective practitioner skills, necessary for the future, for example to see and understand key scientific, social, technological and economic processes, transforming the reality, preparing students for the demands of the future; -developing a conception of such significant phenomenon for the generation of the future as "cross-professional skills" (working with people, working in a context of uncertainty, multilanguaging, multiculturalism). These skills are versatile and important for specialists in all spheres [9]; -motivating for "life-long education" [9,12,13]. This is the quality that a teacher should teach the students as this quality determines the teachers' readiness for changes and mobility as well as creativity and responsibility to take decisions.…”

Perspectives in AE—Intentional incidental learning in the workplace: Implications for adult learning

“…Due to its unbounded nature, it could be a source of new knowledge‐linkages, creative solutions, and innovation and it could contribute to the drive toward more lifelong learning (e.g. see Beer, ; Brine, ; Hager, ; Livingstone, Mirchandani, & Sawchuck, 2007; Halliday, ; OECD, ) and growth of life‐wide learning.…”