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Gouthro, Patricia A. "Lifelong learning and the homeplace". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ36583.pdf.
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Au, Tit-kwan. "Lifelong learning in Hong Kong". Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269252.
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Blair, Hugh Bernard. "Lifelong learning : rhetoric and meaning". Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1732/.
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Li, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /". View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.
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Li, Siu-har Shirley, i 李小霞. "E-learning for lifelong learning in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.
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Xiao, Zhuoling. "Robust indoor positioning with lifelong learning". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:218283f1-e28a-4ad0-9637-e2acd67ec394.
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Indoor tracking and navigation is a fundamental need for pervasive and context-aware applications. However, no practical and reliable indoor positioning solution is available at present. The major challenge of a practical solution lies in the fact that only the existing devices and infrastructure can be utilized to achieve high positioning accuracy. This thesis presents a robust indoor positioning system with the lifelong learning ability. The typical features of the proposed solution is low-cost, accurate, robust, and scalable. This system only takes the floor plan and the existing devices, e.g. phones, pads, etc. and infrastructure such as WiFi/BLE access points for the sake of practicality. This system has four closely correlated components including, non-line-of-sight identification and mitigation (NIMIT), robust pedestrian dead reckoning (R-PDR), lightweight map matching (MapCraft), and lifelong learning. NIMIT projects the received signal strength (RSS) from WiFi/BLE to locations. The R-PDR component converts the data from inertial measurement unit (IMU) sensors ubiquitous in mobile devices and wearables to the trajectories of the user. Then MapCraft fuses trajectories estimated from the R-PDR and the coarse location information from NIMIT with the floor plan and provides accurate location estimations. The lifelong learning component then learns the various parameters used in all other three components in an unsupervised manner, which continuously improves the the positioning accuracy of the system. Extensive real world experiments in multiple sites show how the proposed system outperforms state-of-the art approaches, demonstrating excellent sub-meter positioning accuracy and accurate reconstruction of tortuous trajectories with zero training effort. As proof of its robustness, we also demonstrate how it is able to accurately track the position regardless of the users, devices, attachments, and environments. We believe that such an accurate and robust approach will enable always-on background localization, enabling a new era of location-aware applications to be developed.
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Graves, Sarah Catharine. "Catalysts and triggers in lifelong learning". Thesis, University of South Wales, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702321.
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This thesis aims to understand the catalysts and triggers that influence engagement in lifelong learning amongst adult learners undertaking access courses in the South Wales Valleys. As they are conceptualised within this thesis, catalysts and triggers pertain to how returners to formal learning explain their encounters with environmental influences, personal circumstances and shaping events throughout their lives. Together they constitute two interrelated influences in the lives of returners to learning that, when analysed, offer insight into learner participation and reengagement. The initial part of this thesis draws on a broad range of adult education literature to clarify the context of lifelong learning from the historical development of adult education to present initiatives, while exploring the development of the geographic region this study is situated in to contextualise some of the wider influences that may impact upon individual learner's reengagement. The latter component of the literature review draws together the previous research on more individual aspects of adult learner participation including motivation, lifespan development theory, learning careers work and research into learner trajectories. While much existing research is more functionalist in nature, failing to capture the perspective of the learners themselves, this research study eschews the deterministic conceptions of learner engagement by being situated within an interpretivist paradigm and focusing on deriving meaning from learners' lived experiences. The work adopts an interpretive interactionist perspective with a focus on creating meaning in social contexts and how individuals approach formal learning on the basis of prior personal experiences. The empirical data is collected via interviews with local South Wales adult education tutors and group interviews with access to higher education students at local further education colleges, which are supplemented by critical life path documents completed by the students. Key findings, derived through a grounded theory approach, and contributions to the literature in this field centre around the rich individual experiences of learners and the development of a conceptual framework outlining the diverse personal influences articulated by the learners and the convergence of multiple catalysts and triggers resulting in a powerful range of emotions and learning community engagement. The originality of the work lies in the interdisciplinary approach, the methods employed and the insights it provides into the unique influences on these participants' reengagement decisions in this context. The development of this framework constitutes an original contribution to knowledge as it has been constructed interpretively from the lived experience of learners, it offers greater contextual insight than existing models of participation and it focuses specifically on access learners and the context of the South Wales Valleys.
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Hällsten, Martin. "Essays on social reproduction and lifelong learning /". Stockholm : The Swedish Institute for Social Research (SOFI), Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37315.
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Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning". Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.
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Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference to an extended and adapted version of Reeves’ (1997) model. 5) Analyse the empirical data and evaluate and discuss its potential contributions (and limitations) with reference an extended and adapted version of Reeves’ (1997) model. The ADAPT project consisted of forty learners, twenty six male and fourteen female, aged between eighteen and sixty years. The Sitec Training Ltd and Women’s Action Forum (WAF) subjects consisted of nine learners, of which four were male and five were female, aged between the ages of eighteen and sixty. The work of this thesis was built upon a research process of the literature and empirical data gathered from the ADAPT project (first) that highlighted the potential importance of metacognition within lifelong e-learning. This led to the additional empirical research from Sitec Training Ltd (second) and the Women’s Action Forum (WAF) (third) and an extended literature review. As a result of these works, the contribution of this thesis has put forward an extended and adapted version of Reeves’ (1997) model that attempts to re-address the current absence of lifelong, cyclical and flexible aspects of metacognitive processes within lifelong e-learning. This thesis has also put forward a skeletal practical model for the delivery of lifelong distance learning.
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Moukadem, Imad. "Virtual support for lifelong learning in Lebanon". Thesis, Teesside University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426003.
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Beighton, C. "Creativity in lifelong learning : events and ethics". Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12629/.
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This thesis proposes a critical enquiry into the issue of creativity, focussing on teacher education in the English Lifelong Learning (LLL) sector. I examine the role of creativity in this context and link sector research and practice to an alternative, immanent, form of ethics. My thesis has three parts, the first of which identifies and contests current approaches to creativity and redefines it from the perspective of teacher education in LLL. To tackle this complex problem, I draw on recent literature in the field in conjunction with the work of philosopher Gilles Deleuze (1925-1995). I recast the notion of lifelong learning as an event in order to explicitly relate practice, creativity and ethics. Drawing on this analysis, the second part of my argument describes an alternative, “operative” model of creativity and provides examples of its implication in practice. The films and creative practices of acclaimed director Michelangelo Antonioni (1912-2007) are used to exemplify the sort of “shock to thought” which Deleuze equates with certain types of cinema, and which, I suggest, can contribute to creative teaching and learning practices. I bring together Deleuze’s ideas about how creative “stutters” and “interstices” function, providing a set of interlinked parameters with which to think about creative teacher education practices in LLL. Improvisation, chance and error are investigated from the viewpoint of the ethical practices immanent to them. These parameters structure the third part of my thesis, which critically examines the extent to which research and practice in LLL might actually achieve the ambitious goals this implies. Drawing on Deleuze’s positions on moral and ethical behaviour, I develop an ambitious re-statement of ethical practice which aims to better relate to practices of teacher education in LLL and their creative potential.
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Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.
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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.
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Vavoula, Giasemi. "KLeOS : a knowledge and learning system in support of lifelong learning". Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402432.
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LEONE, SABRINA. "Characterization of a personal learning environment as a lifelong learning tool". Doctoral thesis, Università Politecnica delle Marche, 2012. http://hdl.handle.net/11566/242047.
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Negli ultimi anni, crescente attenzione è stata posta al Personal Learning Environment (PLE) come sistema efficace per i lifelong learners e al bisogno di integrazione di apprendimento formale ed informale. La presenza sul web di una gamma sempre più ampia di applicazioni open source e gratuite per l’apprendimento offre ai lifelong learners potenti strumenti per costruire e ca-
ratterizzare i propri PLE. Da un punto di vista tecnologico, questo cambiamento di prospettiva si manifesta in un web per l’apprendimento in cui l’informazione è distribuita in siti diversi. Tut-
tavia, il knowledge management diventa un problema pressante e la personalizzazione richiede il supporto della semantica applicata alle componenti sociali. Questa tesi è focalizzata sulla caratterizzazione dei PLE di lifelong learners adulti attraverso tools im-
pliciti ed espliciti di personalizzazione. Lo studio ha esplorato la sinergia di apprendimento for-
male ed informale nella costruzione dinamica del PLE di un lifelong learner. E’ stato creato il format SSW4LL (Social Semantic Web for Lifelong Learners) e il sistema SSW4LL, costruito su Moo-
dle 2.0 integrato con un meccanismo adattivo (attività condizionali) e alcuni tools di Social Semantic Web (Semantic MediaWiki, Diigo e Google+), è stato progettato, implementato e validato con successo come mezzo idoneo a fornire un ambiente di apprendimento personalizzato dinamica-
mente per il lifelong learner.Over the last years, increasing attention has been paid to Personal Learning Environments (PLEs) as an effective framework for lifelong learners, and to the need for a smooth integration of formal and informal learning. A wider and wider range of open source and free learning applications on the web are offering lifelong learners powerful tools to construct and characterise their own PLEs. Technologically speaking, this change of perspective manifests in a learning web where information is distributed across sites. However, knowledge management becomes an issue, and personalisation requires the support of semantics applied to social components. This thesis focuses on the characterisation of adult lifelong learners’ PLEs by implicit and explicit tools of personalisation. The synergy of formal and informal learning in the dynamic construction of a lifelong learner’s PLE has been explored. The SSW4LL (Social Semantic Web for Lifelong Learners) format has been devised, and the SSW4LL system, built on Moodle 2.0 integrated with an adaptive mechanism (conditional activities) and some tools of Social Semantic Web (Semantic MediaWiki, Diigo and Google+), has been designed, implemented and successfully validated as a device suitable to provide a dynamically personalised learning environment to the lifelong learner.
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Hughes, Lewis Bernard, i l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement". Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.
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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of mutual advantage and motivate, and sustain, participation at the day-to-day level of the individual. It is in this space that this dissertation seeks to contribute by offering a mechanism for bringing the, hindsight informed, response but thats obvious into the abiding explicit realm at the level of the individual.
In moving beyond the obvious which is prone to be overlooked, the emphasis on better in the introductory sentence, is very deliberately made and has a link to awakening latent individual, and hence organisational, capabilities that would otherwise languish. The evolved LCM Model a purposeful integration valuing the outcomes from lifelong learning (the L) with nurturing a culture supporting this outcome (the C) and with responsiveness to potentially diverse motivations (the M) is a reflective device for bringing otherwise tacit, and latent, logic into the explicit realm of action.
In the course of the development of the model, a number of supplementary models included in this dissertation have evolved from the research. They form a suite of devices which inform action and lead to making the most of what an individual knows and can do within the formal requirements of a job and within the informal influences of a frequently invisible community of practice.
The initial inquiry drew upon the views and experiences of water industry engineering personnel and training facilitators associated with the contract cleaning and waste management industries. However, the major research occurred as an Emergency Management Australia (EMA) project with the Country Fire Authority (CFA) as the host organisation. This EMA/CFA research project explored the influence of making the most of what a CFA volunteer knows and can do upon retention of that volunteer. In its aggregate, across the CFA volunteer body, retention is a critical community safety objective.
A qualitative research, ethnographic in character, approach was adopted. Data was collected through interviews, workshops and outcomes from attempts at action research projects. Following an initial thirteen month scoping study including respondents other than from the CFA, the research study moved into an exploration of the efficacy of an indicative model with four contextual foci i.e. the manner of welcoming new members to the CFA, embracing training, strengthening brigade sustainability and leadership. Interestingly, the research environment which forced a truncated implementation of action research projects was, in itself, an informing experience indicative of inhibitors to making the most of what people know and can do. Competition for interest, time and commitment were factors governing the manner in which CFA respondents could be called upon to explore the efficacy of the model, and were a harbinger of the influences shaping the more general environment of drawing upon what CFA volunteers know and can do.
Subsequent to the development of the indicative model, a further 16 month period was utilised in the ethnographic exploration of the relevance of the model within the CFA as the host organisation. As a consequence, the model is a more fully developed tool (framework) to aid reflection, planning and action. Importantly, the later phase of the research study has, through application of the model to specific goals within the CFA, yielded operational insight into its effective use, and in which activity systems have an important place.
The model now confidently styled as the LCM Model has three elements that when enmeshed strengthen the likelihood of organisational achievement ; and the degree of this meshing, as relevant to the target outcome, determines the strength of outcome. i.e. -
Valuing outcomes from learning:
When a person recognises and values (appropriately to achievement by the organisation) what they know and can do, and associated others recognise and value what this person knows and can do, then there is increased likelihood of these outcomes from learning being applied to organisational achievement.
Valuing a culture that is conducive to learning:
When a person, and associated others, are further developing and drawing upon what they know and can do within the context of a culture that is conducive to learning, then there is increased likelihood that outcomes from learning will be applied to organisational achievement.
Valuing motivation of the individual:
When a persons motivation to apply what they know and can do is valued by them, and associated others, as appropriate to organisational achievement then there is increased likelihood that appropriately drawing upon outcomes from learning will occur.
Activity theory was employed as a device to scope and explore understanding of the issues as they emerged in the course of the research study. Viewing the data through the prism of activity theory led not only to the development of the LCM Model but also to an enhanced understanding of the role of leadership as a foundation for acting upon the model.
Both formal and informal leadership were found to be germane in asserting influence on empowering engagement with learning and drawing upon its outcomes. It is apparent that a leaderful organisation, as postulated by Raelin (2003), is an environment which supports drawing upon the LCM model; and it may be the case that the act of drawing upon the model will move a narrowly leadership focused organisation toward leaderful attributes.
As foreshadowed at the beginning of this synopsis, nurturing individual and organisational capability is the guiding mantra for this dissertation - Capability embraces competence but is also forward-looking, concerned with the realisation of potential (Stephenson 1998, p. 3). Although the inquiry focussed upon a need for CFA volunteer retention, it began with a broader investigation as part of the scoping foundation and the expanded usefulness of the LCM Model invites further investigation.
The dissertation concludes with the encapsulating sentiment that You have really got to want to. With this predisposition in mind, this dissertation contributes to knowledge through the development and discussion of the LCM model as a reflective device informing transformative learning (Mezirow and Associates 1990). A leaderful environment (Raelin 2003) aids transformative learning accruing to the individual and the organisation - through engendering and maintaining making the most of knowledge and skill motivating and sustaining the will.
The outcomes from this research study are a strong assertion that wanting to make the most of what is known and can be done is a hallmark of capability. Accordingly, this dissertation is a contribution to the how of strengthening the capability, and the commitment to applying that capability, of an individual and an organisation.
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Berglund, Gun. "On lifelong learning as stories of the present". Doctoral thesis, Umeå : Pedagogiska institutionen, Umeå Universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1540.
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Zhao, Kang. "Identity, lifelong learning and narrative : a theoretical investigation". Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/39781.
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In post-traditional societies, identity has been pervasively understood as a ‘thing’ one needs to and can endeavour to achieve or create. Many studies about identity in the humanities and social sciences have increasingly been approached in both reified and impersonal ways. These trends in understanding identity have made a significant impact on research into education and identity. This thesis aims to demonstrate the complexity of personal identity on a theoretical level and endeavours to rethink the theoretical understanding of personal identity in relation to the notion of learning. Based on Paul Ricoeur and Charles Taylor’s theories of personal identity, this thesis argues that personal identity needs to be understood both as sameness and as selfhood at a conceptual level. Ontologically, the former belongs to the category of ‘thing’, ‘substance’ in terms of permanence in time. The latter belongs the category of ‘being’ in terms of permanence in time. This thesis will argue that this conceptual understanding of personal identity suggests that identity is largely ‘shaped’ by social, cultural, traditional, moral and ethical dimensions in the human world over time, rather than merely being a result of personal endeavour as an individual creation or/and an adaptation to constant social changes. The moral and ethical dimensions of personal identity also suggest that the need for and ‘meaning’ of personal identity to a person in his/her life cannot be simply approached in an objective manner through impersonal terms. Rather, personal identity constitutively depends on self-interpretation, which highlights the role of narrative in understanding personal identity. This thesis further argues that a new understanding about reflexive learning relevant to personal identity can be drawn from this theoretical understanding of personal identity and narrative. This new understanding is based on a person’s reflexivity not only in the dialectical frameworks between sameness, self and others, but also in different moral frameworks. What this presents us with is a different view of lifelong learning as an alternative to lifelong learning implied in the notion of a ‘reflexive project of the self’.
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Freytag, Alexander [Verfasser]. "Lifelong Learning for Visual Recognition Systems / Alexander Freytag". München : Verlag Dr. Hut, 2017. http://d-nb.info/1126297100/34.
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E, Forrester A. T. A. "Perspectives on literacy in support of lifelong learning". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52996.
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Thesis (MEdPsych)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This study highlights focal issues of literacy and lifelong learning within the context of the formal schooling system. Problems and issues pertaining to policy and practice are examined within the broad framework of a selected set of perspectives on literacy. The nature of the problem of literacy worldwide, and in South Africa in particular, provides sufficient scope to investigate literacy in terms of research, theory and practice. The synergy between curriculum change and social transformation in South Africa which lies embedded within Outcomes-based Education (OBE), creates possibilities for developing functionally literate citizens who are able to negotiate their lives successfully and independently. The qualitative and interpretative nature of this literature study entails a process of researching and comparing the different levels of literacy within a framework of multiple perspectives. These different perspectives on literacy also highlight contrasting conceptualisations, and consequent definitions of literacy emphasise the importance of both context and content. What being literate means, thus, lies embedded within these conceptualisations. Finding new ways of seeing and doing literacy, in order to improve literacy policies and practices, is at the heart of this research endeavour. The "golden thread" running through the different perspectives signifies the functional role of literacy and suggests a stronger emphasis on viewing literacy as a functional and social practice underlying lifelong learning in the broadest possible sense. Teachers have a cardinal role to play in building capacity in and adding value to the South African citizenry and in supporting learners to develop the necessary functional and critical literacy skills to express themselves adequately on a written and and spoken level. The objective of this study is to offer a broader conceptualisation of literacy which embraces it as a lifelong endeavour, honed through use and purpose. The significant differences between the traditional and the more modern approaches to literacy development underscore the emphasis on its functionality and potential for human resource development. All these issues have implications for literacy policy and practice. Acquiring literacy skills entails taking into consideration that: different levels and standards of literacy skills are possible, subject matter differs and different purposes for literacy exist. Only when people are equipped with the personal knowledge, skills, attitudes and values that enable them to live as productive and self-sufficient citizens, able to make informed decisions and responsible choices, can sustainable, social transformation become a reality.
AFRIKAANSE OPSOMMING: Hierdie studie beklemtoon hoofsaaklik geletterdheid en lewenslange leer binne die konteks van die formele skoolsisteem. Probleme en geskilpunte aangaande beleid en die praktyk word binne die breë raamwerk van 'n geselekteerde stel perspektiewe oor geletterdheid ondersoek. Die aard en omvang van die probleem van geletterdheid, wêreldwyd en in die besonder Suid-Afrika, bied voldoende geleenthede om geletterdheidsbeleid, -teorie en -praktyke te bestudeer. Die sinergie tussen kurrikulumvernuwing en sosiale tranformasie in Suid-Afrika, wat ten grondslag van Uitkomsgebaseerde Onderwys (UGO) lê, skep moontlikhede vir die ontwikkeling van funksioneel geletterde burgers wat in staat is om hul lewens suksesvol en onafhanklik te bestuur. Die kwalitatiewe en verklarende aard van die literatuurstudie behels 'n vergelykende navorsingsproses wat geletterdheid op verskillende vlakke ondersoek, binne 'n raamwerk van veelvoudige perspektiewe. Hierdie verskillende perspektiewe oor geletterdheid huldig verskillende opvattings, met die gevolg dat definisies van geletterdheid uiteenlopend van aard is terwyl raakpunte ten opsigte van die belangrikheid van konteks en inhoud sterk na vore gekom het. Wat dit beteken om geletterd te wees is gegrond op hierdie sienswyse. Die ontdekking van nuwe benaderings tot geletterdheid wat mik na die verbetering van geletterdheidsbeleid en -praktyke vorm die kern van hierdie navorsingsproses. Die "goue draad" wat deur die onderskeie perspektiewe loop, dui op die funksionele rol van geletterdheid en beklemtoon geletterdheid as In funksionele en sosiale praktyk, wat lewenslange leer ten grondslag lê. Onderwysers het In belangrike rol om te speel in die opbou van kapasiteit en toevoeging van waarde tot die burgerskap binne die Suid- Afrikaanse konteks, verder ook in die ondersteuning van leerders om die nodige funksionele en kritiese geletterdheidsvaardighede te ontwikkel om te verseker dat hulle hulself toereikend op 'n gesproke en geskrewe vlak kan uitdruk. Die doel van hierdie studie is om 'n meer uitgebreide beskouing ten opsigte van geletterdheid as 'n lewenslange strewe wat deur gebruik en funksie vasgelê word (op beide gesproke en geskrewe vlakke), daar te stel. Die beduidende verskille tussen die tradisionele en die meer moderne benaderings tot geletterdheidsontwikkeling beklemtoon funksionaliteit en die potensiaal wat dit inhou vir die ontwikkeling van menslike hulpbronontwikkeling. AI hierdie aangeleenthede het implikasies vir geletterdheidsbeleid en -praktyk. Die aanleer van geletterdheidsvaardighede noodsaak dat die volgende aspekte in aanmerking geneem word: dat verskillende geletterheidsvaardigheidvlakke en standaarde moontlik is, dat vakinhoude kan verskil en dat verskeie uitkomstes vir geletterdheid bestaan. Slegs wanneer mense met die nodige persoonlike kennis, vaardighede, houdings en waardes toegerus word - wat hulle in staat sal stelom ingeligte besluite en verantwoordelike keuse te maak, kan volgehoue sosiale transformasie 'n realiteit word.
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Hawasly, Majd. "Policy space abstraction for a lifelong learning agent". Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9931.
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This thesis is concerned with policy space abstractions that concisely encode alternative ways of making decisions; dealing with discovery, learning, adaptation and use of these abstractions. This work is motivated by the problem faced by autonomous agents that operate within a domain for long periods of time, hence having to learn to solve many different task instances that share some structural attributes. An example of such a domain is an autonomous robot in a dynamic domestic environment. Such environments raise the need for transfer of knowledge, so as to eliminate the need for long learning trials after deployment. Typically, these tasks would be modelled as sequential decision making problems, including path optimisation for navigation tasks, or Markov Decision Process models for more general tasks. Learning within such models often takes the form of online learning or reinforcement learning. However, handling issues such as knowledge transfer and multiple task instances requires notions of structure and hierarchy, and that raises several questions that form the topic of this thesis – (a) can an agent acquire such hierarchies in policies in an online, incremental manner, (b) can we devise mathematically rigorous ways to abstract policies based on qualitative attributes, (c) when it is inconvenient to employ prolonged trial and error learning, can we devise alternate algorithmic methods for decision making in a lifelong setting? The first contribution of this thesis is an algorithmic method for incrementally acquiring hierarchical policies. Working with the framework of options - temporally extended actions - in reinforcement learning, we present a method for discovering persistent subtasks that define useful options for a particular domain. Our algorithm builds on a probabilistic mixture model in state space to define a generalised and persistent form of ‘bottlenecks’, and suggests suitable policy fragments to make options. In order to continuously update this hierarchy, we devise an incremental process which runs in the background and takes care of proposing and forgetting options. We evaluate this framework in simulated worlds, including the RoboCup 2D simulation league domain. The second contribution of this thesis is in defining abstractions in terms of equivalence classes of trajectories. Utilising recently developed techniques from computational topology, in particular the concept of persistent homology, we show that a library of feasible trajectories could be retracted to representative paths that may be sufficient for reasoning about plans at the abstract level. We present a complete framework, starting from a novel construction of a simplicial complex that describes higher-order connectivity properties of a spatial domain, to methods for computing the homology of this complex at varying resolutions. The resulting abstractions are motion primitives that may be used as topological options, contributing a novel criterion for option discovery. This is validated by experiments in simulated 2D robot navigation, and in manipulation using a physical robot platform. Finally, we develop techniques for solving a family of related, but different, problem instances through policy reuse of a finite policy library acquired over the agent’s lifetime. This represents an alternative approach when traditional methods such as hierarchical reinforcement learning are not computationally feasible. We abstract the policy space using a non-parametric model of performance of policies in multiple task instances, so that decision making is posed as a Bayesian choice regarding what to reuse. This is one approach to transfer learning that is motivated by the needs of practical long-lived systems. We show the merits of such Bayesian policy reuse in simulated real-time interactive systems, including online personalisation and surveillance.
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Zharkykh, Y. S., S. V. Lysochenko, B. B. Sus i O. V. Tretyak. "Technology of e-labs development in lifelong learning". Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33415.
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Development of high technologies in industry requires an implementation of a multidisciplinary approach in modern science. It put forward higher requirements for specialists in different fields of science and makes it necessary to increase the intellectual level of the individual. Lifelong learning could be a good solution to these requirements. The essential instrument of such training is becoming distance e-learning. It provides sufficiently quick development and modernization of new training courses.
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Spendlove, Marion. "Heritage in Britain : lifelong learning, archaeology and partnerships". Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1263/.
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The thesis investigates whether contemporary policy and practice support formal and informal learning in the field of archaeology. Also, the assumption that multi-sector partnerships broaden community participation in heritage activities is interrogated. The multi-method comparative research model applied both empirical and qualitative methods to three case studies in the Midlands of Britain. Each of these projects gained funding to exhibit archaeology to the public during the course of the research. The policies and practices of the key individuals in the partnerships were investigated through taped interviews, and the data was analysed using cognitive mapping (Tolman, 1948, Buzan, 1993). Data about the visitors were gathered through questionnaire surveys, taped oral accounts, and observational studies. The interests, concerns and agenda of the principle stakeholders were compared. The results indicated that the role of the volunteers was crucial to the success and sustainability of the projects. However, some volunteers felt that they were weaker partners, and this was linked to a distinction between amateurs and professionals. The power of local authorities in heritage partnerships and their conflicting roles as developers and guardians of the archaeological heritage are questioned. Ways to facilitate participatory partnerships are suggested. The research draws on Foucault's definition of discourse, and Bourdieu's human capital theories and his concept of habitus and distinction. The links between informal and formal learning are rarely researched and theorised, but this study identifies how archaeologists, acting as "cultural intermediaries" (Bourdieu, 1984: 14), can create and sustain learning opportunities for adults, collapsing some of the traditional hierarchies between popular entertainment, community knowledge, and intellectual knowledge. The thesis places learning in archaeology within the theory of a structured taxonomy of learning (Biggs, 1971, Biggs and Collis, 1982).
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Crystal, Cheung Ching Ying. "Lifelong learning in Hong Kong : a narrative inquiry". Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689599.
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Lifelong learning was adopted as the guiding principle of the educational reform that took place in Hong Kong in 2000. This important educational agenda interested the author not only because of its position in many global and local education policies, but also because of the personal insights that she has gained throughout her years as a lifelong learner. Debates on lifelong learning in Hong Kong are dominated by economic imperatives and so the author's interest was to explore the topic from a humanistic perspective, informed broadly by interpretivism. Narrative inquiry was employed to gather the experiences of lifelong learning of four Chinese people in Hong Kong. The analysis of the narratives, together with her own reflexivity, enabled the author to identify the precursors to learners' commitment to engage in lifelong learning, i.e. the intrinsic motivation to personal growth and a close relationship between their learning and their personal life. There is a paucity of knowledge from the humanistic perspective in our understanding of lifelong learning. This study addresses this and underlines the importance of the learner's voice as a way of reflecting the influence of Confucian heritage culture (CHC) in her/his conceptualisation of lifelong learning. Problematising lifelong learning as an educational concept that has developed and flourished in Western contexts, such as the UK and Scandinavia, and been transferred somewhat uncritically to Hong Kong, the author indicates, using creative techniques, such as fictionalisation, how the narratives gathered shed light on understanding how lifelong learning manifests itself in Confucian cultures.
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HUI, Sze Sze Stephanie. "Lifelong learning for older persons in Hong Kong". Digital Commons @ Lingnan University, 2005. https://commons.ln.edu.hk/soc_etd/17.
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Lifelong learning (LL) has been widely regarded as one of the activities that can enhance well-being of the society and benefit older persons in terms of psychological, physical, mental, and cognitive well-being. In foreign countries like the Unites States of America, the United Kingdom, Finland, France, Australia, and also China, LL among older persons had been developed successfully. Hong Kong, in contrast, has no systematic planning for the development of LL even though the aged population is increasing rapidly. This research aims at constructing a LL model for older persons in Hong Kong. The theoretical framework of study focused on figuring out the breaches between satisfactory models proposed by older persons and the existing lifelong learning model in Hong Kong.
Interview survey and documentary study have been employed in this study. Interview survey was carried out from March to April of 2005 in order to understand older persons’ expectations towards LL. A questionnaire consisting of 39 big items was constructed. The author successfully interviewed 54 out of the 60 older persons originally intended, including 31 female and 23 male. The samples of this study were older persons aged 55 or above, and the median age of the respondents was 67.84. Also, 26 respondents had had learning experience in the six months prior to the survey being carried out. In the documentary study, both formal and nonformal learning programmes in Hong Kong were studied. Seven major older persons’ education providers were included, including one tertiary institution, one radio broadcasting company and five active NGOs.
The findings show the gaps between older persons’ expectations and present provision of LL programmes. The Hong Kong Lifelong Learning Model should have tertiary institutions actively involved in the provision of both formal and nonformal learning programmes. Face to face interviews should be adopted. Formal learning programmes should be made available on the internet or radio. Moreover, older persons would be more satisfied if they could learn at tertiary institutions or centres most convenient for them. Thus, various organizations should have stronger cooperation with each other so that resources can be shared. Older persons preferred a greater variety of courses and lessons and would like to receive grants or travel subsidy. Most of the elder learners were willing to be instructors, therefore they could be recruited as voluntary teachers, and more courses to train older learners as instructors should be offered. The duration of formal learning programmes may be too long for the elderly learners, and they asked for a credit-accumulating system to be implemented in those programmes. A central data bank and newsletters should be made available so that older persons could gain access to information more easily. In order to improve the quality of courses, evaluation and needs assessments should be carried out regularly by service providers, and they should consider designing the course curriculum with elder learners. In order to help those who did not receive much education when young, foundation literacy courses could be offered. In addition, instead of written course work, tests, and examinations, oral presentations and examinations could be carried out. Finally, certificates, qualifications, and public and large scale graduation ceremonies are found to be good reinforcements for older persons’ learning behaviour.
In conclusion, Hong Kong, as a beginner in the systematic development of LL for older persons, has much to do to improve the existing system. Irrefutably, making it perfect is arduous because both the service providers and the government have their own constraints. Nonetheless, trying the best to fill in the gaps between the ideal and the reality will bring the greatest benefits to older persons and the society.
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Gopee, Luxmi Narainsingh. "The nurse as a lifelong learner : an exploration of nurses' perceptions of lifelong learning within nursing, and of nurses as lifelong learners". Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1237/.
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The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS), and that it comprises of a number of related components. However, there was a dearth of empirical literature with regards to its application to day-to-day nursing practice at the time this study started. The study focused on examining the assumptions that seemed extant at the time and the areas that were not documented in the literature. It sought to ascertain the nature of RNs' perceptions of lifelong learning, and took into consideration the underlying philosophy, principles and practicalities of the concept. It also sought to identify both the formal structures required for effective implementation of lifelong learning as well as the day-to-day factors that might facilitate uptake and continuation of learning. Furthermore, the study endeavoured to ascertain the current and likely future impact of lifelong learning on nursing. To explore these issues, the study involved collecting, analysing and interpreting data from twenty-six individual interviews and two focus group discussions along with a comprehensive documentary analysis. The findings revealed that there are positive perceptions as well as reservations about lifelong learning amongst RNs, the latter mainly because mandatory continuous professional development (CPD) is resented by a number of nurses. This could be due to their lack of experience and apprehension related to studying in a university. The study found that structural mechanisms could be more firmly anchored and equitably available. Numerous day-to-day factors such as profession-based and personal networks tend to influence levels of engagement in formal learning. For instance, CPD in the form of workbased formal and informal learning is relatively widely utilised. Additionally, the impact of attitude change towards continuing development of own knowledge and competence yields favourable outcomes for the RN and for patient care.
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Smith, Sue. "Exploring narratives of lifelong learning : a case study of two primary school teacher's professional practice in implementing a lifelong learning project". Thesis, University of Sheffield, 2012. http://etheses.whiterose.ac.uk/2783/.
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The aim of this research is to explore the everyday narratives for two year 5 teachers in a primary school when asked to implement a lifelong learning project into their classroom. Teachers have few opportunities to pause and reflect on their professional practice, so the two year 5 teachers were highly motivated to engage with the research given that the Effective Lifelong Learning Inventory (ELLI) was being piloted in their classes. With this purpose, I undertook a narrative approach. There was also a strong rationale behind providing the teachers with a space in which to have a reflective conversation to allow their narratives to be told. This came from an underlying concept within ELLI, that students have the opportunity to reflect upon their own learning and yet it is not naturally inbuilt for the teachers. The teacher participants constructed a narrative over time as they explored both the negative and positive aspects of implementing a lifelong learning project. In my analysis I was interested in both the structural element to how the narrative is spoken but also what significant themes are produced across the narratives and the commonalities found. The analysis is a combination of work based on Gee (1991), Mischler (1995) and Riessman (2008) and includes my own part in the co-construction of the narrative. The narratives allow the teachers to explore their pedagogy and belief system into lifelong learning not only for the children but also for themselves. I identified and interpreted the significant themes from the teachers' narratives, reflecting how they link to the literature review and the identified learning dimensions within ELLI. Although the experience is around the lifelong learning project, the narrative that unfolds goes far beyond this and reflects very much the individual belief systems, ethical viewpoints, experience, culture and pedagogy as teachers. Key words: narrative, lifelong learning, reflective conversation, ELLI, teachers, professional practice.
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Powley, Fiona. "Lifelong learning or lifelong yearning : an analysis of Widening Participation policy implementation in Cumbria, 1999-2001". Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289045.
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Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning". Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.
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Robertson, David. "Higher education and lifelong learning : for social justice in the learning market". Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388523.
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Zhao, Xinyi, i 趙忻怡. "Productive ageing in China : lifelong learning of older adults". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206357.
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Mwaikokesya, Mpoki John. "Undergraduate students' development of lifelong learning attributes in Tanzania". Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5018/.
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This thesis examines the extent to which undergraduate students‟ personal and institutional experiences influence their capacity to change and develop as lifelong learners in Tanzania. My interest in the topic grew out of my recognition of the need to maintain a critical eye on the purpose of higher education in Tanzania and to establish whether or not the recent education reforms introduced in higher education had had a robust impact on lifelong learning. The core question in this study was to determine whether or not university education in Tanzania develops students as lifelong learners and what the underlying factors influencing such development might be. The students‟ lifelong learning attributes in this thesis were operationalised using four major constructs, namely, „learning to learn‟ skills, „personal agency‟, „information skills‟ and „entrepreneurial skills‟. This study adopted a case study longitudinal research design that involved two waves of data collection with the use of a mixed methods approach for triangulation purposes. It involved following a sample first-year cohort of students at one of the public universities in Tanzania (n=839, i.e. 621 males and 218 females) through Year 2. A small number of participants (n=59) [i.e. students (n=23), lecturers (n=26), librarians (n=4), policy elites (n=3) and school deans & college principals (n= 4)] took part in semi-structured interviews. The sample of students and lecturers was drawn from four distinct academic disciplines, namely, Accounting, Engineering, Science and Sociology. The results with respect to the longitudinal study showed that there were significant changes in the ILS sub-scales of „stepwise processing‟ strategies and „certificate-directed‟ and the ‘self-test‟ learning orientations. Significant changes were also noted in the ISS sub-scales of ‘ethical use of information‟, „accessing information‟ and „evaluating information‟. These changes, however, seemed to occur relatively slowly. No improvements were found with regard to „entrepreneurial skills‟. The slow rate and the absence of changes, however, seemed to be partly the results of the unclear, limited and somewhat slow implementation of policies related to the integration of higher education with lifelong learning. iv The findings also indicated that there were effects from personal and contextual factors on „processing‟ and „regulation‟ learning strategies for some of the constructs. The correlation results indicated that the students‟ personal beliefs were associated with their choice of processing and regulation strategies, suggesting that learning orientations were important predictors of students‟ processing and regulation learning strategies. In addition, the results showed that the contextual variables, such as lecturers, the teaching objectives and assessment procedures, as well as the social environments, such as friends, constituted significant predictors for student development of lifelong learning attributes. These findings suggest that the undergraduate students‟ development of lifelong learning attributes is influenced by a variety of individual and contextual variables. In the light of the findings from the present study, a number of recommendations are made both for future studies and for policy.
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Coleman, Lynn. "Implementing lifelong learning at a Technikon in South Africa". University of Western Cape, 2001. http://hdl.handle.net/11394/8497.
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Magister Philosophiae - MPhilThe nature of lifelong learning in the context of a South African technikon is the investigation focus of this mini-thesis. It argues for the adoption of a holistic and humanistic conceptualization to lifelong learning in this context. The argument that the implementation of lifelong learning has significant implications for all aspects in the functioning of a higher education institution, is supported.
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Bariso, Elfneh Udessa. "New technologies : tools for widening participation in lifelong learning?" Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020460/.
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Choi, Sang-Duk. "Changing skills formation and lifelong learning in South Korea". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019254/.
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This thesis explores how skills fonnation and lifelong learning policies have changed in South Korea in response to the challenges of globalisation and democratisation. It examines the modes of regulation of VET and lifelong learning with regard to qualifications, funding and the labour market. The thesis combines a theoretical analysis with an empirical study undertaken in South Korea. It examines, historically, why and how developmental skills formation and lifelong learning have been changing into a 'state-coordinated partnership' model. In addition, it analyses the characteristics of the 'state-coordinated partnership' model of skills fonnation and lifelong learning, focusing on the relation between the state and mobilised civil society (or civic participation). Five different international models of skills fonnation and lifelong learning are compared with changing models in Korea. Analysis of the changing framework for skills fonnation in Korea is based on multiple sources of evidence, including secondary and documentary sources, and interviews with social partners. The thesis argues that developmental skills fonnation was a part of developmental state fonnation, which focused on economic modernisation as a major means for national security at the expense of political freedom. Therefore, since the developmental state came to an end with the rise of civil society and democratisation in the 1990s in Korea, skills fonnation has been changing from the developmental to state-coordinated partnership model on the basis of the increasing involvement of social partners. More important, the widened civic participation has not resulted in the demise of the state's role. By contrast, it demands the state coordination of social partners in building the holistic framework of lifelong learning on the basis of social cohesion and participatory citizenship. Finally, this study contributes to an understanding of the implications of globalisation and democratisation on developmental skills fonnation and lifelong learning policies in Korea and other East Asian economies.
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McAndrew, Alice E. "Surviving a Terminal Diagnosis: the Ultimate Lifelong Learning Experience". Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/28069.
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Every year in the United States, cancer accounts for one in four deaths. As the pool of those who have received diagnoses increases, more individuals can be encountered who have survived a terminal diagnosis or exceeded expected time limits for survival. Perhaps even more extraordinary, many of these consider it the "best thing" that ever happened to them. These are the modern eras' "mythical" heroes; they return bearing maps for our own eventual journeys.
This study used a grounded theory research approach to illuminate the phenomenon of terminal diagnosis survivorship as evidenced in the psycho/social/spiritual learning process. The unit of analysis is the psychosocial and spiritual learning process as discovered and developed from three cases of individuals who described being positively transformed after receiving a terminal diagnosis. Three research questions were examined: (a) What are the components (e.g., coping strategies, problem solving techniques, emotion management) of the learning process employed by three cancer patients who have experienced a terminal diagnosis? (b) In what ways did the phenomenal meaning of their lives change as they coped with the trauma of a terminal diagnosis followed by remission persisting a significant time past doctors' predictions? (c) What changes did they make in their lives, viewed from a holistic perspective, including thought processes, healthcare, emotion, spirituality and changes in their social lives? A comparative analysis of tape recorded interviews yielded the data resulting in a six-phase model of terminal diagnosis survivorship delineating a psycho/social/spiritual transformational learning process.
Death acceptance emerged as a central organizing construct facilitating transformational changes in those given a terminal diagnosis resulting in a constellation of attitudinal and behavioral change. This model challenges and extends theory in adult learning and post traumatic survival by challenging the heavily rational and cognitive based theories of these fields, emphasizing the importance of emotions, altered states, extrarational experiences and spirituality. This model also explicates the role of denial that can alternatively hamper, facilitate or place on hold movement toward death acceptance, the ultimate transformative agent. Additionally, this model elucidates the importance of holding environments on both sustaining and eliciting transformational and developmental change.Ph. D.
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DENEVI, GIULIA. "Efficient Lifelong Learning Algorithms: Regret Bounds and Statistical Guarantees". Doctoral thesis, Università degli studi di Genova, 2019. http://hdl.handle.net/11567/986813.
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We study the Meta-Learning paradigm where the goal is to select an algorithm in a prescribed family – usually denoted as inner or within-task algorithm – that is appropriate to address a class of learning problems (tasks), sharing specific similarities. More precisely, we aim at designing a procedure, called meta-algorithm, that is able to infer this tasks’ relatedness from a sequence of observed tasks and to exploit such a knowledge in order to return a within-task algorithm in the class that is best suited to solve a new similar task. We are interested in the online Meta-Learning setting, also known as Lifelong Learning. In this scenario the meta-algorithm receives the tasks sequentially and it incrementally adapts the inner algorithm on the fly as the tasks arrive. In particular, we refer to the framework in which also the within-task data are processed sequentially by the inner algorithm as Online-Within-Online (OWO) Meta-Learning, while, we use the term Online-Within-Batch (OWB) Meta-Learning to denote the setting in which the within-task data are processed in a single batch. In this work we propose an OWO Meta-Learning method based on primal-dual Online Learning. Our method is theoretically grounded and it is able to cover various types of tasks’ relatedness and learning algorithms. More precisely, we focus on the family of inner algorithms given by a parametrized variant of Follow The Regularized Leader (FTRL) aiming at minimizing the withintask regularized empirical risk. The inner algorithm in this class is incrementally adapted by a FTRL meta-algorithm using the within-task minimum regularized empirical risk as the meta-loss. In order to keep the process fully online, we use the online inner algorithm to approximate the subgradients used by the meta-algorithm and we show how to exploit an upper bound on this approximation error in order to derive a cumulative error bound for the proposed method. Our analysis can be adapted to the statistical setting by two nested online-to-batch conversion steps. We also show how the proposed OWO method can provide statistical guarantees comparable to its natural more expensive OWB variant, where the inner online algorithm is substituted by the batch minimizer of the regularized empirical risk. Finally, we apply our method to two important families of learning algorithms parametrized by a bias vector or a linear feature map.
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Bailey, George Martin Philip. "Unemployed sigle mothers and the learning society". Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247670.
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Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.
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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.
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Fullerty, Jennifer Mary. "Lifelong learning and the University for Industry : a case study". Thesis, University of Huddersfield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431508.
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Regmi, Kapil Dev. "Lifelong learning in least developed countries : the case of Nepal". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61542.
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The seventieth session of the General Assembly of the UN declared that the promotion of ‘lifelong learning opportunities for all’ as one of the Sustainable Development Goals. The idea of lifelong learning was first proposed by United Nations Educational, Scientific, and Cultural Organization during the 1970s to mitigate the global educational crisis observed during the 1960s. However, until 2015 it was never taken as an educational policy strategy for the economically poor countries of the global South, known as Least Developed Countries (LDCs). Major supranational organisations such as the World Bank have encouraged LDCs to reorient their national educational policies and practices towards the framework of lifelong learning. This is an important breakthrough; however, almost no attention has been paid to what understandings of lifelong learning are being promoted by the supranational organisations that are increasingly involved in educational policy making and governance of LDCs.
Drawing on major theoretical constructs informed by Habermas (lifeworld and communicative rationality) and using critical policy sociology as a methodological tool, this study analysed educational policy documents and interviews undertaken with key educational policy makers of Nepal. This study found that the World Bank has promoted a neoliberal understanding of lifelong learning that takes investment in learning as the responsibility of individuals, promotes privatisation in education and advocates for the decentralisation of educational management to promote global governance in education. This limited notion of lifelong learning is partially adopted in LDCs like Nepal. The study concluded that the neoliberal understanding of lifelong learning has almost no potential in addressing the multifarious problems faced by LDCs such as poverty, illiteracy, and inequality.
This study recommended that the international organisations should not limit lifelong learning to an economic strategy aimed at increasing competitiveness and the production of flexible labour force; rather lifelong learning should be taken as the principal means for an inclusive and harmonious form of human development led by community-based initiatives. Providing lifelong learning opportunity for adults, especially those living in rural communities, should be the responsibility of the governments of LDCs for which international organisations may play a complementary role, when needed.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Gardiner, Helen. "Lifelong learning in organizations, differentiating factors between adult employee groups". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34960.pdf.
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Dimova, Svetoslava. "Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions". Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/97.
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ABSTRACT
FOREIGN LANGUAGE FOR CONTENT: AIMING TO DEVELOP
LIFELONG LEARNING DISPOSITIONS
by
Svetoslava Dimova
In the context of emphasis on English language, mathematics and science within the American educational system (No Child Left Behind, 2001), foreign language education appears to be increasingly dissociated from educational priorities. Ways to create relevant goals and optimize the effects of foreign language teaching emerge through the use of communication technologies and connections to academic content.
This qualitative study explores the relationship between high school students’ skills in French as a foreign language (L2), their cognitive strategies during reading in L2 for academic content, and their motivation to read authentic French texts. The following questions guided the study: 1) How do students internalize the task of self-selected online reading in L2 for content understanding pertaining to their History of the Americas course? 2) What processes and skills do students evidence and draw upon to locate and read for information in L2?, and 3) What are the implications for building a theory of student motivations for extensive reading in L2 beyond the classroom context?
The study was realized in the setting of an International Baccalaureate (IB) program, where 4 key informants were selected, and analysis was presented in the form of 4 case studies. Informants’ French language proficiency ranged from intermediate-mid to advanced levels (ACTFL Guidelines, 1999). Data collection occurred during 8 weeks and included three rounds of formal, phenomenological interviews, classroom observations, and students’ learning journals. Data were analyzed through the lens of Activity theory (Engeström, 1999) and motivation theory (Keller, 2008) in order to determine emerging themes.
While both L2 skills and interest in historical content influenced the task completion, and informants used multiple strategies to search and read, internalization and motivation aspects related to acquiring content superseded those related to increasing language skills. Informants’ differences in attitudes toward the curriculum integrative task were additionally caused by their ideas of content appropriateness in a L2 course. Development of cultural awareness and critical thinking was also primarily shaped by interest in content. Findings from the analysis suggested further directions for L2 classroom instruction that could lead to developing students’ lifelong learning dispositions.
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Mitchell, Lindsay C. "The meaning of an education : lifelong learning and the blues". Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28756.
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All knowledge is individually constructed and contextually situated. Simply stated, different things mean different things to different people, under different circumstances, in different places, and at different times. What then is the meaning of an education?
Pragmatic philosophy holds the meaning of something to be intrinsically
associated with its functional purpose or effect. Accordingly, it "is" what it "does." Education is thus commonly viewed as a way of instructing children and young persons in preparation for their making informed career choices leading to positive and productive participation in mainstream society as responsible adults. Current definitions include the upgrading, retraining and re-certification of mature workers.
Long considered a pipeline to social and material prosperity, education is
generally programmed to succeed. But no two learners are the same, and
everyone’s experience is unique. What about the less well served, the ones that don’t fit in — the ones flushed out the system’s other end? What meaning does education hold for them?
This exercise examines one such experience — my own.
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Carroll, Ed. "Lifelong learning in the arts : policy and practice in Ireland". Thesis, City University London, 2002. http://openaccess.city.ac.uk/7583/.
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This study will examine the conditions impinging on lifelong learning systems to foster participation in the political, social economic and cultural life of society. The research will monitor the manner in which policy and systems of lifelong learning become more cognisant of and responsive to the needs and entitlements of the human person. The aim of the study is to investigate the distinctive role played by the arts in effecting a cultural shift in the provision of lifelong learning. It will seek to bring a distinctive contribution to our understanding of the part played by the arts in giving people an authentic share in society. 'The arts', reflected in events, processes and manifestations occurring in non-formal settings, are espoused as a significant place where some individuals and communities discover a place to participate meaningfully in society. It is not possible to adequately present this study in isolation from the policy and systems of lifelong learning. These policies and systems have come under increasing pressure to create the conditions for greater linkages between the aims and objectives of education, training and employment measures. The rationale for a convergence of education, training and employment aims will be explored, and the adequacy of an approach centred on integration and collaboration will be assessed. The analysis employed in the study was undertaken between 1994-2000. It was based on a process of theory testing utilising four methods of investigation and examination: (1) a review of national and international literature, (2) a survey, (3) a questionnaire and (4)specific focus group exercises. At the outset, new base line data was collated on nonformal learning provisions, i.e. Irish Post Leaving Certificate courses and community arts learning programmes. Post Leaving Certificate courses are state-led and take place within the education system. The community arts learning programmes under investigation are arts sector-led and broadly located within the state training system. A standardised classification system was developed that enabled the documentation of four learning programmes. The study will contend that changes and adaptations to the structures and systems of accreditation and certification are necessary to accommodate non-formal learning opportunities. Finally, an analysis will be undertaken of existing structures and systems, with particular focus on education and training practices within the community and youth arts sector. The distinctive role that the arts can play in effecting change in the culture of lifelong learning will be affirmed.
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Soon, Neo Thiam. "Lifelong learning in eastern and western culture organizations in Singapore". Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2110/.
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In Singapore, the government has recognized the importance of lifelong learning at the workplace. It is the new educational reality as knowledge is highly marketable in the knowledge society and organizations will benefit and prosper so long as they continue to capitalize upon their intellectual resources. All companies operating in Singapore will need to assume responsibility in establishing an organization learning curriculum, both formal and informal but as Singapore is a multicultural environment with companies from different parts of the world, it can be hypothesized that they will react differently to this need. The main purpose of this study is to seek a better understanding of the impact of Eastern and Western cultural differences on the development of lifelong learning at their workplace in a learning organization in Singapore. The instruments used in this study include questionnaires and semi-structured interviews with employees from an Eastern-Singapore and a Western-German culture case-study organizations. The questionnaires comprised four main measures concerning: (1) The development of subject matter expertise; (2) Problem-solving techniques; (3) The development of reflective skills and (4) The climate of personal and social relationships in the organizations studied. Both quantitative and qualitative data show that the Eastern-Singaporean and Western-German culture case-study companies have positive patterns of development towards establishing some form of corporate curriculum. There is no significant difference in the way they drive for lifelong learning at workplace. On the other hand there are some differences such as the intensity and scope of training which can be explained by reference to theories of cultural difference. On the other hand, there is no evidence to show that the case-study companies provided skills training in areas outside the employees' current domains. This somewhat negative conclusion has implications that it is not just culture that explains the restricted training programmes of these companies. Perhaps, the local economic situation of Singapore, under pressure for business effectiveness, is a much more decisive factor encouraging managers to interpret their needs for training in some restricted way. Based on the research, it is concluded that in Singapore where globalization activities are very intense, the impact of business survival is closing the gap between the Eastern and Western culture organizations in the field of Gaining development. It is also concluded that lifelong learning at the workplace of both the Eastern-Singaporean and Western-German culture organizations is very much limited to the current domains that the employees are assigned to.
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McKie, Jane Irina. "Changing society : technology and lifelong learning in the public eye". Thesis, University of Warwick, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322693.
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Redman, David J. "Motivation of Adult, Auditioned Community Choirs| Implications toward Lifelong Learning". Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10097705.
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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, measure of vocal ability and a questionnaire relating to topics of motivation, retention and stress and anxiety contained within the sub-constructs of Cusp Catastrophe Theory. The results of this study identified aesthetic motivation as the primary construct as to why members elect to join the choir. In direct relationship to this motivation, lack of aesthetic beauty and truth was identified as why members would not retain their membership in the choir. Members did not experience stress and anxiety while learning or performing choral music. However, they did agree that some level of stress is beneficial to singing. In this study, no participant suggested that stress and anxiety related to vocal ability would prevent them from achieving their performance goal. Implications from this research may include determining program literature to be presented that is perceived as having aesthetic qualities which will be beneficial for membership and retention of choir members.
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Adjei-Kusi, Kojo. "Lifelong learning among accountants : exploring the links with professional identity". Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5161/.
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This thesis explores links between lifelong learning and professional identity among a group of eighteen accountants working across three countries between 2013 and 2016. The substantive aim of this study was to contribute to existing but limited literature on lifelong learning in accountancy, by exploring ways in which professional identity features in decisions around lifelong learning. Current literature tends to focus primarily on either lifelong learning or professional identity, in which lifelong learning usually relates to CPD. However, the importance of the accountancy profession as a core institution linking state and society (a Durkheimian concept of ‘profession’) makes considerations of its learning and professional aspects important as part of a learning society. Data for this study were collected through six semi-structured interviews and thirteen separate open-ended self-administered questionnaires. The respondent accountants, drawn from UK, Ghana, and Canada had varying levels of experience, worked in different economic sectors, and were all undertaking varied forms of lifelong learning. The data obtained were analysed thematically in the main, but also drawing heavily on Bourdieu’s Theory of Practice to focus on the individual negotiation of constraining institutional structures. I find that, for these accountants, lifelong learning is an inseparable component of their professional identities; hence, they strive to be tactical in managing short-term constraints, assume much responsibility, and adapt to change in their learning practices. Through these strategies, they buy and consolidate their positions in this changing and competitive field. I argue that it is this constant process of capital negotiation that confers ‘professional’ status – that is, part of the group of experts serving as a link between state and citizenry. I hope this research will inform policy makers and inspire future researchers for further exploration.
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Okumoto, Kaori. "Lifelong learning policy in England and Japan : a comparative analysis". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019245/.
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In both England and Japan, 'lifelong learning' has been positioned as central to educational reform. However, their lifelong learning policies are different: skills development which leading to economic growth is emphasised in England, whereas community building aiming at social reconstruction is prioritised in Japan. This study asks why the policies are different and how these differences have developed. English and Japanese lifelong learning policies have developed within both domestic and global contexts. Domestically, contrasting historical problems and moments of major change and political and social processes have resulted in different lifelong learning policies in the two countries. Globally, in the 1990s, the idea of lifelong learning has become a discursive norm, and numerous benefits for lifelong learning are claimed. Similar debates can be identified in both England and Japan, but it is the legitimacy and adaptability of lifelong learning which permit different interpretations of the idea. This study is structured as follows. Chapter One frames the study, outlining the scope, the research questions, the main argument and the structure of the thesis. Chapter Two provides an historical account of the international development of lifelong learning policy and identifies the current major characteristics of the international discourse on lifelong learning. Chapters Three and Four analyse respectively the formulation of the English and the Japanese lifelong learning policies. As the policies moved into practice, they were reshaped: these processes are analysed in Chapters Five and Six. Chapter Seven revisits the international discourse on lifelong learning and examines its relationship with local lifelong learning policies. Chapter Eight reflects on the study.
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Дериколенко, Олександр Миколайович, Александр Николаевич Дериколенко i Oleksandr Mykolaiovych Derykolenko. "Lifelong learning on the basis of distance technologies in Ukraine". Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29420.
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The lifelong learning is a regular thing for the leading world countries. In France, for instance, “Law of Uninterrupted Education” was enacted in 1976, in Finland a corresponding national strategy was adopted, and in China it is a condition of successful economic progress if adults study, thus, 1300 special higher schools, most of which are public, work for adults’ good
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