Models and meanings of Lifelong Learning: progress and barriers on the road to a Learning Society

Schuetze, Hans G.; Casey, Catherine

doi:10.1080/03057920600872365

Cited by 48 publications

(31 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The change also entails a more learner-centred system in which individuals have to make meaningful choices among the various options open to them (Schuetze and Casey 2006). More importantly learner-centredness means addressing the fundamental issue of learner motivation rather than only being concerned about the level and availability of provision (Atkin 2000, p. 263).…”

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

“…The life-wide component also recognises the fact that organised learning occurs in a variety of forms and in many different settings, such as in workplaces or in communities. Schuetze and Casey (2006) highlight the importance of mechanisms of assessment and recognition in a system of "life-wide" learning. They argue that the assessment and recognition of knowledge, skills and competences learned outside the formal educational system is necessary because the mechanisms need to assess and recognise individual knowledge and know-how (i.e.…”

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

“…Lifelong learning is often understood in terms of three principles: the principles of "lifelong"; "life-wide"; and "learning vis-à-vis education" (Schuetze and Casey 2006) . "Lifelong" learning implies that people should continue learning throughout their lives, not just through organised learning in formal and non-formal settings but also in informal ways.…”

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

See 2 more Smart Citations

Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

View full text Add to dashboard Cite

Aims and ScopeThe purpose of the Technical and Vocational Education and Training: Issues, Concerns and Prospects Book Series is to meet the needs of those interested in an in-depth analysis of current developments concerning various aspects of education for the world of work with particular reference to technical and vocational education and training. The Series examines areas that are at the 'cutting edge' of the field and are innovative in nature. It presents best and innovative practice, explores controversial topics and uses case studies as examples.The audience includes policymakers, practitioners, administrators, planners, researchers, teachers, teacher educators, students and colleagues in other fields interested in learning about TVET, in both developed and developing countries, countries in transition and countries in a post-conflict situation. The Series complements the International Handbook of Technical and Vocational Education and Training, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook. Topics covered include training for the informal economy in developing countries; education of adolescents and youth for academic and vocational work; financing education for work; lifelong learning in the workplace; women and girls in technical and vocational education and training; effectively harnessing ICTs in support of TVET; planning of education systems to promote education for the world of work; recognition, evaluation and assessment; education and training of demobilized soldiers in post-conflict situations; TVET research; and school to work transition.More information about this series at

show abstract

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

Section: Lifelong Learning -The Holistic Approachmentioning

confidence: 99%

See 1 more Smart Citation

Global Perspectives on Recognising Non-formal and Informal Learning

Singh¹

2015

Technical and Vocational Education and Training: Issues, Concerns and Prospects

View full text Add to dashboard Cite

show abstract

“…It has not a definition because it "is such a broad concept that is difficult to reach a clear, uncontested definition (Chapman and Aspin, 1997). It is based on three principles: "lifelong learning is life-long, life-wide and centered on learning, rather than on education and on educational institutions" (Schuetze and Casey, 2006); "lifelong learning embraces all learning, including that which takes place both formally and informally within organizations, universities and colleges of education" (Chapman and Aspin, 1997); "it has implications not only for adult education, but also for all those involved in primary education, for colleges of education, for universities, for all students, for teachers and, indeed for school children" (Dolan, 2012).…”

Section: Ministers Of Education Have Recognized That: No Course Of Inmentioning

confidence: 99%

How Did I Become a Good Teacher? Implications for Teacher Education

Marcut

Kifor

2017

Balkan Region Conference on Engineering and Business Education

View full text Add to dashboard Cite

The professional standards for teachers provide the competences needed for this occupation, in function of the level of education and of the career stages. This study aims to discover the most important training factors which contribute to the acquisition of teacher competences and to (Dolan, 2012) and we will study the applicability of them in our university. Keywords: teacher competences, lifelong learning, professional standards. CONTEXT OF THE RESEARCHDuring the last two decades, the education in Romania was reformed several times, with the purpose to adapt its outcomes to the new educational policy requirements, to the digital era's new generations of children, to the European recommendations. The main agents of these changes are the teachers, who had to adapt their work, to modify the teaching-learning methodology, to acquire new skills, to alter the previous beliefs in education. In this fast-changing world, it is vital that the teachers have the essential competences in order to be effective in the classroom, ensuring to raising levels of pupil's attainment. But teachers need to help students acquire not only "the skills that are easiest to teach and easiest to test, but more importantly, ways of thinking (creativity, critical thinking, problem-solving, decision-making and learning); ways of working (communication and collaboration); tools for working (including information and communications technologies); and skills around citizenship, life and career and personal and social responsibility for success in modern democracies" (OECD 2011).

show abstract

“…In two papers, however, comparative perspectives are provided that show not only different policies towards continuing education, but also the role of national contexts in reaching these policy objectives. Although policies and contexts differ from country to country, depending on culture, tradition, infrastructure and political philosophy and priorities, all papers show that lifelong learning in all countries still has a precarious position in education and culture, even if there is a growing awareness that the old front loaded system is no longer adequate for advanced countries with a highly diversified, largely automated and fiercely competitive economy, and hence a willingness to advance at least a 'human capital model' LLL (for different models of LLL see for example Schuetze, 2006). The papers also illustrate that even within some countries context factors play significant roles in the specific way lifelong learning is incorporated within educational systems in response to different local and regional rationales.…”

mentioning

confidence: 99%

Editorial

Adamuţi‐Trache

Schuetze

2008

Journal of Adult and Continuing Education

View full text Add to dashboard Cite

According to many analysts, emerging knowledge-based economies are relying on the creativity and ability of knowledge workers who require high levels of education and continuously upgraded competencies. Individual employability and career planning are enhanced by continuous involvement with formal, non-formal and informal education. Formal education leads to credentials that workers use in the labour market to secure better jobs, enhance career opportunities and pursue their goals, but even outside the economic stream, individuals are striving to enhance their literacy and computer skills in order to gain more access to information.

show abstract

Models and meanings of Lifelong Learning: progress and barriers on the road to a Learning Society

Cited by 48 publications

References 3 publications

Global Perspectives on Recognising Non-formal and Informal Learning

Global Perspectives on Recognising Non-formal and Informal Learning

How Did I Become a Good Teacher? Implications for Teacher Education

Editorial

Contact Info

Product

Resources

About