Inquiring into Lifelong Learning

Osborne, Michael; Edward, Richard

doi:10.7227/jace.8.2.4

Cited by 7 publications

(3 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Denmark and France, workplace learning was found to be adopted as national policy for promoting lifelong learning (Ogunleye, 2013). Osborne and Edward (2003) opine that different types of learning activities usher varied socio-economic outcomes. A learning organization is often considered as both antecedent and as a consequent of lifelong learning.…”

Section: Lifelong Learningmentioning

confidence: 99%

Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning – evidence from Indian business schools

Neelam

Sheorey

Bhattacharya

et al. 2020

VJIKMS

View full text Add to dashboard Cite

Purpose Lifelong learning has gained significant research attention world over because of its potential to enhance and ensure continuous employability. However, role of higher education institute as a learning organization to develop lifelong learning attitudes among young adults has not been discussed much. Parameters that determine lifelong learning among working professionals or school-going children may differ from that of prospective managers studying in business schools. Organization for Economic Co-operation and Development (OECD) have given guidelines on learning organization in higher education context which has not been empirically tested. The present study aims to develop a scale on learning organization based on the OECD guideline. It also aims to explore the impact of learning organization and learning processes on lifelong learning attitude in Indian business schools. Design/methodology/approach The present study develops a multidimensional scale to measure business schools’ perceived level of performance as a learning organization from the perspective of faculty. The scale considers a learning organization as a multidimensional second-order construct comprising organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Exploratory factor analysis (EFA) has been used to refine and validate the scale. The study also assesses the impact of business schools’ performance as learning organization on perceived learning processes and lifelong learning attitude from the perspective of business school students by using structural equation modeling. Findings The study reveals that a learning organization is characterized by organizational climate for learning, leadership support for knowledge exchange, support for innovation, applied research environment and vision communication. Learning organization determines both perceived learning processes (ß = 0.397) and lifelong learning attitude (ß = 0.259). The relationship between learning organization and lifelong learning partially mediates through learning processes (Sobel’s statistics = 1.82, p-value = 0.068, indirect effect = 29%). Lifelong learning is characterized by self-regulated reflective learning with knowledge gained through various sources including virtual sources. Originality/value Literature adequately speaks about various scales on learning organization, but there is no specific scale developed, so far, for higher education institutes. Thus, the unique contribution of the present study is the development of a new scale on learning organization based on OECD guidelines on higher education. The scale has been developed based on survey of faculty members and students of Indian business schools. The scale can be used to assess academicians’ perception toward effectiveness of a learning organization. Such information would help in formulating strategies on what should be the characteristics of teaching–learning process, knowledge acquisition and knowledge dissemination to ensure lifelong learning and continuous employability.

show abstract

Section: Lifelong Learningmentioning

confidence: 99%

Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning – evidence from Indian business schools

Neelam

Sheorey

Bhattacharya

et al. 2020

VJIKMS

View full text Add to dashboard Cite

show abstract

“…The committee seeks to examine as one higher education, further education, vocational training and community/voluntary education (para 21). However, 'lifelong' was used by Beveridge to refer to provision 'from the cradle to the grave' (Halimi, 2001, p 34) and 'lifelong learning' is normally understood to include at least school education (Osborne and Edwards, 2002). The committee acknowledged the volume of evidence that sought a definition of lifelong learning that included nursery, preschool and school education but said that its Parliamentary remit did not allow it to consider these elements of provision (para 5).…”

Section: Coverage: Overcoming Structural Restrictionsmentioning

confidence: 99%

“…Governments' fee charging and student financing policies discriminate against part-time students, often making fee waivers and discounts and student loans conditional upon full-time study. This seems particularly incongruous in a lifelong learning policy whose main point is to encourage seamless transition between, if not integration of, study and family, work and civic engagement (Osborne and Edwards, 2002). It is hard to see how this can be achieved except by making part-time study a norm, and accordingly the committee recommends that part-time learners be entitled to the same (or pro-rata) fee arrangements as full-time learners and that they be subject to the same arrangements for repayment, where appropriate (para 103).…”

Section: Discrimination Against Part-time Studentsmentioning

confidence: 99%

Scotland's High Road to Lifelong Learning: A Foreigner's Observations

Moodie

2003

Journal of Adult and Continuing Education

View full text Add to dashboard Cite

The final report on lifelong learning of the Scottish Parliament's Enterprise and Lifelong Learning Committee is distinctive in being one of the few national lifelong learning policies of such breadth, which apparently express a deep and long-term national commitment to lifelong learning. The Committee's core proposal to make a standard basic entitlement to lifelong learning available to every citizen may have its greatest effect in increasing the demand for post-compulsory education from under-represented groups, since as the Committee observes, one of the challenges in redressing the relatively low participation of under-represented groups is to increase their aspiration to study at the highest level. However, the Committee qualifies its recommendation that part-time learners be entitled to the same fee and loan arrangements as full-time learners, thus undermining one of the main points of a lifelong learning policy to encourage a seamless transition between, if not integration of, study and family, work and civic engagement. The breadth and ambition of the Committee's proposals is also its main challenge, and the development of priorities and measures to assess progress will be crucial to the policy's success.

show abstract