The evolution of the European Union’s lifelong learning policies: an institutional learning perspective

Lee, Moosung; Thayer, Tryggvi; Madyun, Na'im

doi:10.1080/03050060802481496

Cited by 46 publications

(28 citation statements)

References 30 publications

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“…"Life-long learning" is included in the work from many national and international institutions and organizations such as UNESCO, the ILO, the OECD, and the EU. When these organizations are compared, EU emerges as the most active in terms of fostering life-long learning in the international arena (Lee, Tayer & Madyun, 2008). The EU even declared the year 1996 as the "year of life-long learning," establishing guidelines that would promote the development of learning and teaching areas in EU counties.…”

Section: Introductionmentioning

confidence: 99%

Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Kazu¹,

Demiralp²

2016

EJER

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Problem Statement: Teacher training programs are expected to provide teachers with life-long learning competence and enable them to practice this competence after graduation in all areas of their lives. In this way, teachers who undergo qualified pre-service training in accordance with the concept of life-long learning will shape the education system as their practices will renew themselves, and they will train future generations accordingly. However, at the point at which these expectations are implemented, the extent to which these teacher training programs are effective in upskilling life-long learning competence is unclear. The views of the members of the Faculty of Education on this topic therefore are important, since they are the programs' practitioners. Purpose of the Study:This study was conducted to determine faculty members' views on the effectiveness of teacher training programs (TTP) to upskill life-long learning competence. Method:The study was carried out with phenomenological pattern qualitative research methods. The study's working group consists of seven faculty members determined by sampling method. The data were collected via in-depth interviews using semi-structured interview forms developed by the researchers. In analyzing the data, the content analysis approach was adopted. * Corrsponding author: Assistant Prof. Dr. Firat University, Faculty of Education, hkazu@firat.edu.tr ** Dr., demet.demiralp@hotmail.com 206 Hilal Kazu & Demet DemiralpFindings: The faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence were collected under four themes. The themes consist of "pre-service teachers' possession of the characteristics of life-long learners," "how TTPs reflect the Bologna Process," "whether life-long learning competence is upskilled via TTPs," "the expectations that TTPs will upskill life-long learning competence and suggestions for those programs." Conclusions and Recommendations:The faculty members' views show that the Bologna Process is in practice inadequately reflected in the academic activities of faculties of education. The study also concludes that teacher training programs are insufficient to upskill life-long learning competence, to improve pre-service teachers' self-improvement; the study also concludes that the faculties of education ignore the need to upskill lifelong learning competence in the current programs. In order to equip preservice teachers with life-long learning competence, the faculty members suggest that the programs be updated, be equipped with more basic skills, and prioritize practicing during learning process. In order to achieve all these goals, they recommend reducing the programs' quota and establishing quality standards by evaluating faculty members' competences.

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Section: Introductionmentioning

confidence: 99%

Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Kazu¹,

Demiralp²

2016

EJER

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“…Einen ersten Boom macht sie für die erste Hälfte der 1970er-Jahre aus (Dehmel 2006, S. 50 f.). Andere Autoren setzen den Auftakt bereits einige Jahre früher an (Field 2001;Lee et al 2008). Markiert wird diese Hochphase in der Forschung durch drei Dokumente.…”

Section: Befunde Der Forschung Und Offene Fragenunclassified

“…Drittens spielt es für die Frage nach der Periodisierung eine gewichtige Rolle, ob ein gemeinsamer Diskurs mit unterschiedlichen Akteuren rekonstruiert werden soll, ob sich die Analyse auf eine der transnationalen Organisationen konzentriert. Lee et al (2008) Den wirtschaftspolitischen Antworten auf den Strukturwandel wäre entsprechend auch für die Historiographie des lebenslangen Lernens mehr Beachtung zu schenken. Inwiefern der "technology corporatism" auch bildungspolitische Konsequenzen hatte, soll hier durch eine basale korpuslinguistische Untersuchung beantwortet werden.…”

Section: Befunde Der Forschung Und Offene Fragenunclassified

Die Politik des lebenslangen Lernens in Europa nach dem Boom

Geiss

2017

ZfW

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Section: Regional Disparitymentioning

confidence: 99%

“…Indeed, since the 1992 European Treaty, the EU has been a key actor of European integration in the area of education and training, based on its relatively expanded power (Lee et al 2008). As such, the European Commission has actively played a role in pursuing the European dimension of education and training by facilitating co-operation and mobility in education and training among EU countries (Lee et al 2008). This suggests that the clustering of web mentions among European universities might be associated not just with their geographical proximity but also with certain macro-policy contexts shaped by the EU (i.e., European universities have active inter-university program/faculty), although European universities are relatively marginalized in web-visibility indicators among the top 100 universities.…”

Section: Regional Disparitymentioning

confidence: 99%

Exploring the web visibility of world-class universities

Lee

Park

2011

Scientometrics

Self Cite

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With the rapid development of the Internet, there is a need for evaluating the public visibility of universities on the Internet (i.e., web visibility) in terms of its implications for university management, planning, and governance. The data were collected in December 2010 by using Yahoo, one of the most widely used search engines. Specifically, we gathered ''Single Mention'' data to measure the number of times that each university was mentioned on websites. In addition, we collected network-based data on Single Mentions. We obtained another data set based on the 2010 world university rankings by Shanghai Jiao Tong University (SJTU). We employed several analytical methods for the analysis, including correlations, nonparametric tests (e.g., the Mann-Whitney test), and multidimensional scaling (MDS). The significant positive correlation between university rankings and web visibility suggests that indicators of web visibility can function as a proxy measure of conventional university rankings. Another distinctive implication can be drawn from the pattern of a disparity in web visibility stemming from the linguistic divide, that is, universities in English-speaking countries dominated the central positions in various network structures of web visibility, whereas those in non-English-speaking countries were located in the periphery of these structures. In this regard, further research linking web visibility to university management, planning, and governance is needed.Keywords Web visibility Á Webometrics Á World university rankings The ''education gospel'' glorifying the key role of education in national economic competitiveness (Grubb and Lazerson 2004) has driven a new international race of higher education over the last decades.

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The evolution of the European Union’s lifelong learning policies: an institutional learning perspective

Cited by 46 publications

References 30 publications

Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Faculty Members' Views on the Effectiveness of Teacher Training Programs to Upskill Life-Long Learning Competence

Die Politik des lebenslangen Lernens in Europa nach dem Boom

Exploring the web visibility of world-class universities

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