Popular universities: An alternative vision for lifelong learning in Europe

Stromquist, Nelly P.; Costa, Romina B. da

doi:10.1007/s11159-017-9662-1

Cited by 7 publications

(6 citation statements)

References 7 publications

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“…The call for lifelong learning means a transition from the traditional role of educating young students coming directly from school to accommodating a diversity of learners entering, re-entering or late-entering higher education at different ages and at various phases of their personal and professional life (Stromquist and da Costa 2017). The concept of lifelong learning reflects a shift from delivery to demand, meaning that provision should be learner-centred (Cendon 2018).…”

Section: Widening Participation Promoting Inclusion and Building Flexible Learning Pathwaysmentioning

confidence: 99%

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Atchoarena¹

2021

The Promise of Higher Education

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For half a century now, lifelong learning has provided—with more or less intensity - the philosophical and conceptual background in which education policies have been framed (Kejawa, 2017). When Paul Lengrand defined l’éducation permanente (1970), learning was conceived as part of a humanistic vision of the world, intrinsically characterized by fundamental values like human dignity, equal rights and social justice and respect for cultural diversity, as well as a sense of shared responsibility and a commitment to international solidarity. Today, these principles remain fundamental aspects of our common humanity and the enduring ideals of what learning can achieve.

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Section: Widening Participation Promoting Inclusion and Building Flexible Learning Pathwaysmentioning

confidence: 99%

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Atchoarena¹

2021

The Promise of Higher Education

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“…Lifelong learning contributes to the quality of life of rural inhabitants through several elements such as empowering individuals to become more involved in local policy and decision-making; building self-confidence; enhancing identity and cultural awareness; and improving career prospects and stability of employment. Lifelong learning can strengthen people's capacities for productive activity but may also open new horizons for self-improvement and self-fulfillment [12].…”

Section: Education and Lifelong Learning In The Context Of Higher Edumentioning

confidence: 99%

Customized Education as a Framework for Strengthening Collaboration between Higher Education Institutions and Regional Actors in Sustainable Development—Lessons from Albania and Kosovo

et al. 2018

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Higher education institutions (HEIs) in Albania and Kosovo have invested considerable efforts to tackle present regional sustainability challenges on a research-based and strategic level. This happened through their traditional role as a provider of research and education. Additional activities fostering HEIs as a driver for sustainable regional development and innovation have been initiated as part of their third mission. However, customized education approaches were missing in order to fulfill specific regional demands of different research and learning projects in collaboration with regional actors. This paper explores the recently finished project “Connecting Science-Society Collaboration for Sustainability Innovation—ConSus” which focuses on the efforts of HEIs in Albania and Kosovo to tackle present regional sustainability challenges in both countries. An analytical framework regarding collaborative learning opportunities towards sustainable regional development and innovation has been drafted based on five key elements (capacities of HEIs in regional development, planning, learning and implementation theory, and action research). This framework has been applied to analyze the learning activities of the ConSus project. As a main finding, customized education approaches in the contexts of sustainable development (SD) and collaboration of scientific and regional actors are important elements to cope comprehensively with real-world problems.

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“…Beginning in the late 1980s, the term of lifelong learning has become a central principle of European education policy (Stromquist, & Da Costa, 2017). Although the concept of lifelong learning has been universally accepted, the debates about its evolution and the forms it emerged in the early 20th century continue to attract great attention (Owusu-Agyeman, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Today, within the scope of the European Union (EU), there are some issues such as expression of social and economic problems as a result of demographic changes, increasing economic global competition and the pressure created by migration. These factors have led policy makers to emphasize vocational and market-driven adult education and lifelong learning (Stromquist, & Da Costa, 2017). In addition, lifelong education and/or learning has played a very important role in agreements between states, international and supranational organizations (Lima, & Guimarães, 2011a).…”

Section: Introductionmentioning

confidence: 99%

Program Proposals of Pre-Service Teachers for the Lifelong Learning Needs of the Society

Tatık

Ayçiçek

2022

Journal of Teacher Education and Lifelong Learning

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The purpose of this study is to present lifelong learning program proposals based on an event or phenomenon that pre-service teachers have experienced. The research is a qualitative study and phenomenology was determined as the research design. The study group consists of 62 pre-service teachers studying at the education faculty of a state university. Criterion sampling method was adopted. 4 demographic (gender, age, department and grade level) questions were asked in order to obtain the program proposals of the pre-service teachers for the lifelong learning needs of the society and the participants were asked to make a lifelong learning program proposal by describing the event or phenomenon they experienced. The data obtained were collected online in the 2020-2021 academic year. No qualitative analysis program was used, and the analyzes were carried out by the researchers. Frequency analysis was done for the lifelong learning programs proposed by the participants and the lifelong learning programs recommended by the participants and the experienced events or phenomena were coded by content analysis. It was seen that computer course (N=7) and farming education (N=7) come to the fore among the lifelong learning programs proposed by the participants. It was determined that the lifelong learning programs proposed by the participants were related to profession, technology, personal development, health and environment, handicrafts, education, law, art and sports. Based on the findings, it can be said that the need for lifelong learning is closely related to the conditions of the society and the environment in which they live.

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Popular universities: An alternative vision for lifelong learning in Europe

Cited by 7 publications

References 7 publications

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Customized Education as a Framework for Strengthening Collaboration between Higher Education Institutions and Regional Actors in Sustainable Development—Lessons from Albania and Kosovo

Program Proposals of Pre-Service Teachers for the Lifelong Learning Needs of the Society

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