Shaping the field of lifelong education through three critical debates in the International Journal of Lifelong Education

Toward a lifelong learning society for working adults across boundaries

“…Moreover, their meaningful learning occurred in both formal and informal settings. This phenomenon reflects the trends emphasizing not only higher education as an essential space for lifelong learning of (working) adults, but also diverse types of informal and nonformal learning inside and outside the context of work beyond learning in formal schooling (Holford et al., 2022; Nylander et al., 2022; Park et al., 2019). Finally, their learning was supported by a mentor who allowed them to achieve more than they could independently.…”

Critical Evaluation of Modern Strategies and Methods of Formation of Communicative Competency in the System of Continuing Education of Document Managers

“…Figure 7 shows implemnettaion of perspective model of formation of communicative competency of document managers in the system of continuing education. • improvement of language skills like listening, speaking, reading and writing (Yoel et al, 2022); • increasing of self-learning skills (Lemmetty & Collin, 2020;Santoso et al, 2022); • formation of problem solving and conflict management skills (Mantra et al, 2019); • buildings of digital competency and ability to use ICT propertly while performing professional activities (Akorede & Adeniyi, 2020;Poplavskyi & Bondar, 2021); • integration of different communicative experiences (Shibli-Rahhal et al, 2019); • contribution to career development (Mammadova, 2021;Oriji & Uzoagu, 2019); • development of activity-specific skills and soft skills (Anosova et al, 2022); • formation of ability to work independently (Lemmetty & Collin, 2020;Santoso et al, 2022;Villatoro & de-Benito, 2022); (Holford et al, 2022); • increasing of motivation to operate in communicative environment (Ismail & Jarrah, (2019).…”

“…Some researchers suggest that the strategies and methods used in the system of continuing education must correspond with certain criteria that are applicable for formation of communicative competency. They are the following: strategic intent (aspirational educational plans or intended direction of educational process) (Sung et al, 2022), flexibility (possibility of pedagogical strategies and methods to adapt in according with students' needs and conditions of educational environment) (Anosova et al, 2022), orientation towards learning promotion (Caspersen & Smeby, 2021;Holford et al, 2022), quality (achievement of students' educational outcomes that satisfy all the objectives of the educational process) (Lemmetty & Collin, 2020), inclusivity (respecting diversity and enabling participation of all students within the educational process) (Anosova et al, 2022), focus on high result (Mantra et al, 2019), professional skills formation (Holford et al, 2022;Woods, 2021), incorporation of adult education principles that refer to internal motivation, self-regulation, goal orientation, relevancy orientation, praxis, and work-related experience (Lukianova & Dernova, 2021;Pron & Nazarovets, 2021;Shamanska, 2022;Tymchuk et al, 2021). Figure 2 shows the selection of strategies and methods of formation of communicative competency of document manages.…”