A Global Examination of Policies and Practices for Lifelong Learning

Cummins, Phyllis; Kunkel, Suzanne

doi:10.1002/nha3.20107

Cited by 9 publications

(3 citation statements)

References 34 publications

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“…Science learning, which emphasizes mastery of concepts without the provision of lifelong learning, worsens unpromising conditions despite having a diploma at various education levels, thus challenging educators of pre-service teachers and education practitioners to find solutions (Rustaman, 2016). This is in line with the statement that the need for sustainable skills development will continue to be perceived by everyone of all ages because of many jobs in the future that have not existed today (Cummins & Kunkel, 2015).…”

Section: Introductionsupporting

confidence: 87%

The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry

et al. 2020

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Not a few students who have difficulty interpreting the material being studied in terms of life encourage the need for a paradigm shift in science learning, which is directed at lifelong learning. In this paper, an entrepreneurship-oriented 5E (Engagement, Explain, Exploration, Elaboration, and Evaluation) inquiry learning program is developed, which is also often called 5E+e. This research investigates the improvement of lifelong learning for the prospective teachers during the 5E+e inquiry in the plant diversity course. The quasiexperimental method with a one-group pretest-postest design was used. The research subjects were taken by purposive sampling, namely the fifth-semester students of the Biology Education Study Program at one of the Teachers Institution in Central Java with 31 participants. Data were gathered using a questionnaire filled out by students before (pre) and after (post) the treatment of the 5E+e inquiry learning and observation. The data analysis was carried out in both quantitative and qualitative-descriptive manners to make a comprehensive conclusion. The results revealed that the average lifelong learning score of prospective teachers compiled with rubrics had increased between before (2.68) and after being given the program (3.26) with a maximum score of 4.00. Thus, it can be concluded that the entrepreneurship-oriented inquiry learning program applied to the plant diversity course can increase the lifelong learning of prospective teachers.

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Section: Introductionsupporting

confidence: 87%

The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry

et al. 2020

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“…Kebutuhan akan pengembangan keterampilan yang berkelanjutan akan terus dirasakan oleh setiap orang dari segala usia karena banyak pekerjaan di masa depan yang tidak ada saat ini (Cummins & Kunkel, 2015). Sebagian ahli sains berpendapat bahwa pembelajaran sains, khususnya biologi yang lebih menekankan pada penguasaan konsep tanpa pembekalan lifelong learning turut memperparah kondisi yang tidak menjanjikan meski memiliki ijazah pada pelbagai level pendidikan, sehingga menantang para pendidik calon guru dan praktisi pendidikan untuk mencari solusinya (Rustaman, 2016).…”

Section: Pendahuluanunclassified

Perkembangan Habits of Mind Mahasiswa Selama Mengikuti Perkuliahan Keanekaragaman Tumbuhan Dengan Program Pembelajaran Inkuiri Berorientasi Entrepreneurship

Hayat

Rustaman

Rahmat

et al. 2019

eksakta

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Pembelajaran biologi harus mampu bertransformasi tidak hanya sekedar menjadikan konten biologi sebagai pengetahuan, akan tetapi mampu mengoptimalkan potensi dari konten tersebut untuk dimanfaatkan dalam kehidupan dunia nyata. Untuk mengakomodasi tujuan tersebut pembelajaran harus berorientasi pada masa yang akan datang secara berkelanjutan (lifelong learning). Oleh karenanya, pada makalah ini penulis mengkaji hasil penelitian tentang perkembangan lifelong learning mahasiswa, khususnya Habits of mind selama mengikuti perkuliahan Keanekaragaman Tumbuhan dengan program pembelajaran inkuiri berorientasi entrepreneurship. Penelitian ini dilakukan pada mahasiswa semester V Program Studi Pendidikan Biologi di salah satu LPTK di Jawa Tengah, dengan jumlah sampel 31 orang. Data dijaring dengan menggunakan kuesioner dan lembar observasi dalam bentuk rubrik Habits of mind yang diadaptasi dari framework lifelong learning Marzano. Ada delapan item pada rubrik tersebut yang merepresentasikan data tentang Habits of mind yang terdiri dari tiga aspek, yaitu: self regulation, critical thinking, dan creative thinking. Hasil penelitian menunjukkan bahwa skor rata-rata Habits of mind mahasiswa mengalami perkembangan, yaitu data yang dihimpun sebelum diberikan program adalah 2,68; dan data setelah diberikan program adalah 3,28 dari skor total 4,00. Data tersebut diperkuat dengan hasil temuan pada kegiatan observasi selama proses pembelajaran. Secara rata-rata Habits of mind mahasiswa berdasarkan hasil observasi menunjukkan perkembangan pada setiap tahapnya, yaitu tahap I (2,23), tahap II (2,58), tahap III (3,18), dan tahap IV (3,55). Demikian juga dengan data perkembangan Habits of mind yang ditunjukkan pada setiap aspeknya, ketiga aspek menunjukkan perkembangan secara signifikan. Dengan demikian dapat disimpulkan bahwa program pembelajaran inkuiri berorientasi entrepreneurship yang diterapkan pada mata kuliah Keanekaragaman Tumbuhan dapat mengembangkan Habits of mind mahasiswa dengan baik.Keywords: habits of mind, inkuiri, entrepreneurship, keanekaragaman tumbuhan

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“…Middle-aged and older workers are increasingly important to economic growth in the United States, and continued skill upgrading across the life course is needed to ensure a workforce that is competitive in a global and technological advanced economy and to meet credential attainment goals. Despite the importance of lifelong learning (Cummins & Kunkel, 2015) and credential attainment, enrollment by the 25 to 64 age group at community colleges has declined in the recent post-recession years. This decline is consistent for both 25- to 39-year-old and 40- to 64-year-old students and for full- and part-time enrollment.…”

Section: Implications and Conclusionmentioning

confidence: 99%

Heterogeneity of Older Learners in Higher Education

et al. 2018

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Recent years have seen growing recognition of the importance of a college-educated workforce to meet the needs of employers and ensure economic growth. Lifelong learning, including completing a postsecondary credential, increasingly is necessary to improve employment outcomes among workers, both old and young, who face rising demands for new and improved skills. To satisfy these needs, many states have established postsecondary completion goals pertaining to the segments of their population ages 25 to 64 years. Although it is not always clear how completion goals will be attained for older students, it is widely recognized that community colleges will play an important role. Here, we use data from the Integrated Postsecondary Education Data System (IPEDS) to examine enrollment trends by part-time and full-time status for students enrolled in Ohio’s public postsecondary institutions from 2006 to 2014. Unlike previous research that considers all students 25 and older as a homogeneous group, we divide older learners into two groups: ages 25 to 39 and ages 40 to 64. We find that adults in these age groups who attend a public college are more likely to attend a community college than they are a 4-year institution and are more likely to attend on a part-time basis. We discuss the implications of these trends and their relevance to college administrators.

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A Global Examination of Policies and Practices for Lifelong Learning

Cited by 9 publications

References 34 publications

The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry

The Improvement of Prospective Teachers' Life-long Learning during the Plant Diversity Course with 5E+e Inquiry

Perkembangan Habits of Mind Mahasiswa Selama Mengikuti Perkuliahan Keanekaragaman Tumbuhan Dengan Program Pembelajaran Inkuiri Berorientasi Entrepreneurship

Heterogeneity of Older Learners in Higher Education

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