Relevant bibliographies by topics / Life-long learning skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Life-long learning skills'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Life-long learning skills"

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Putri, Dinda Karunia, Rusly Hidayah, and Yohanan Didik Yuwono. "Problem Based Learning: Improve Critical Thinking Skills for Long Life Learning." Jurnal Penelitian Pendidikan IPA 9, no. 7 (2023): 5049–54. http://dx.doi.org/10.29303/jppipa.v9i7.4188.

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This study aims to increase the students' critical thinking. The subjects of this study were 37 students of XI-Science E from Senior High School 2 Tuban, who used the Problem Based Learning (PBL) model. This research was a Class Action Research (CAR) used interviews with chemistry teachers at Senior High School 2 Tuban, the observation’s instruments were used student activity sheet and posttest questions to measure the students’ critical thinking skills. The research was conducted in two cycles with a total of four meetings. The data analyzed descriptively and obtained were learning using PBL
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Smagina, Irina L. "Life-long learning skills as a basis for individual learning style of university students." Vestnik of Samara State Technical University Psychological and Pedagogical Sciences 18, no. 3 (2021): 19–32. http://dx.doi.org/10.17673/vsgtu-pps.2021.3.2.

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In a current situation of society development, each person should have life-long learning skills, which allow him to be flexible, autonomous, able to adapt to different scenarios of todays unstable reality. These skills can be referred to the category of soft skills, the development of which give the students the opportunity to organize their learning process effectively, and it will also help in forming students individual learning style. Life-long learning skills formed at the university can also be considered as skills oriented to the prospect of further personal and professional developmen
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Pirrie, Anne. "Reclaiming Basic Skills: In Defence of Long-Life Learning." Policy Futures in Education 3, no. 1 (2005): 106–16. http://dx.doi.org/10.2304/pfie.2005.3.1.2.

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The author draws upon recent experience of providing consultancy services to a working group established by the European Commission in 2001 to facilitate the implementation of the Lisbon Strategy for economic, social, and environmental renewal in the European Union. The article begins with a critique of the ‘new basic skills’ identified at the Lisbon European Council on 23 and 24 March 2000. These were information and communication technologies (ICT), technological culture, foreign languages, entrepreneurship, and social skills. The article raises questions about the compatibility of the econo
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Kinshuk, Kinshuk. "Cognitive Skills Acquisition in Life-Long Learning (Part 1)." Interactive Learning Environments 10, no. 2 (2002): 89–91. http://dx.doi.org/10.1076/ilee.10.2.89.7444.

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Kinshuk, ? "Cognitive Skills Acquisition in Life-Long Learning (Part 2)." Interactive Learning Environments 11, no. 1 (2003): 1–2. http://dx.doi.org/10.1076/ilee.11.1.1.13688.

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Baneres, David, and Jordi Conesa. "A Life-long Learning Recommender System to Promote Employability." International Journal of Emerging Technologies in Learning (iJET) 12, no. 06 (2017): 77. http://dx.doi.org/10.3991/ijet.v12i06.7166.

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Is my professional knowledge outdated? Do I have the skills needed for the new challenges of the society? What knowledge do I lack to qualify for a job I like? What universities can I address to get knowledge that improves my employment expectations? These are relevant questions that all employees have done in any moment of their life. In addition, when there are high rates of unemployment and job offers that keep unfilled, the answers to these questions are even more relevant. Answering such questions open new opportunities for employed and unemployed people, by allowing them to design a form
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Gough, Maria. "Learning is about a long list of real-life skills." Nursing Standard 18, no. 1 (2003): 31. http://dx.doi.org/10.7748/ns.18.1.31.s52.

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Ezeamagu, Mary, and Henry Owolabi. "APPRAISAL OF EMPLOYABILITY SKILLS OF UNIVERSITY UNDERGRADUATES: THE 21ST CENTURY KEY TO FUNCTIONAL EDUCATION." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (2021): 1–10. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.01.

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Research evidence revealed that the quality of graduates in Nigeria is on a rapid decline especially in the area of valuable and complementary life skills. Also, researchers have established that subject-specific knowledge and skills alone are unlikely to secure a graduate occupation in which they can be both successful and satisfied. Hence, this study evaluated the extent to which university undergraduates in North West Nigeria possessed employability skills. This study employed a survey research design. The population comprises all 2018/2019 final year university undergraduates in North West
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Ward, Anne. "Enterprise skills and enterprise learning." Foresight 6, no. 2 (2004): 104–9. http://dx.doi.org/10.1108/14636680410537565.

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In an era marked by profound technological change young people must prepare for a future in which rapid innovation is accompanied by the passing of traditional social norms such as career paths and job security. This calls for a level of self‐reliance, self‐determination and preparedness for life‐long learning not required in previous generations. Traditional measures of academic success overlook the broader skill set that is needed for success in the new environment. Emotional intelligence and enterprise skills now form part of a fundamental skill set which has not been given prominence in a
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Bielenberg, Brian, and Maxine Gillway. "Adapting Problem-Based Learning to Meet the Life-long Learning Needs of Developmental Students." Learning and Teaching in Higher Education: Gulf Perspectives 4, no. 1 (2007): 2–16. http://dx.doi.org/10.18538/lthe.v4.n1.04.

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The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can m
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Dissertations / Theses on the topic "Life-long learning skills"

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Goodrich, Andrew T. "An Investigation of the Perceived Development of the Life-Long Learning Skills of Division I Student-Athletes." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5955.

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The primary purpose of this investigation was to examine the perceived development of life-long learning skills of Division I student-athletes and their non-athlete general student peers. Using grade point averages and graduation rates, athletics administrators are constantly evaluating the academic performance and growth of student-athletes by comparing their results with those of non-athlete general students. Though these traditional metrics are useful in many ways, there is little research on the self-reported development of life-long learning skills. Due to a changing global economy, emplo
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Podlešáková, Markéta. "Kvalifikační struktura obyvatelstva versus nezaměstnanost v ČR." Master's thesis, Vysoká škola ekonomická v Praze, 2007. http://www.nusl.cz/ntk/nusl-4324.

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The economic policy of the Czech Republic is battled with rigidities of labour market, which decline its flexibility. One of this rigidities is inconvenient structure of potential skilled labour force. This thesis is also aimed at its analysis compared with actual needs of labour market. In theoretical part of this thesis are presented characteristics of the Czech educational system and qualification structure of population. The practical part is dedicated to the labour market -- its needs and discrepancies between suply and demand, which are caused by inconvenient qaulification structure of p
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Raposo, Vânia Margarida dos Santos Leitão de Brito. "Os impactos pessoais , sociais e profissionais do processo de reconhecimento validação e certificação de competências, no percurso de vida dos indivíduos, do Concelho de Santiago do Cacém (Periodo de 2000-2005)." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/16288.

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A presente dissertação insere-se no âmbito do Mestrado em Ciências da Educação, na especialização de Gestão e Administração Educacional, tendo como base a concretização do projecto de investigação denominado “As Novas Núpcias da Qualificação no Alentejo”, promovido pelo Centro de Investigação em Educação e Psicologia da Universidade de Évora. O objecto da investigação centra-se na análise dos impactos sociais e profissionais do processo de RVCC (Reconhecimento, Validação e Certificação de Competências) nos indivíduos certificados, no período de 2000-2005, no Concelho de Santiago do Cacém. A in
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Doherty, Jennifer. "Continuing Professional Education in Athletic Training: Is Knowledge Acquired and Retained?" Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_dissertations/118.

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Objective: The purpose of this study was to assess certified athletic trainers' knowledge acquisition, knowledge retention, and satisfaction, following a continuing professional education (CPE) program offered in either a traditional, lecture-oriented format or an interactive format addressing adult learning strategy preferences. Design: We used a pre-test, post-test experimental design with comparison groups utilizing stratified randomization. Setting: The CPE program was held in the University wellness center classrooms. Subjects: Forty-six certified athletic trainers participated. Measurem
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Young, Helen E. "Developing successful life-long learning skills." Thesis, 1996. https://eprints.utas.edu.au/21949/1/whole_YoungHelenE1996_thesis.pdf.

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Effective teachers believe that all children can become successful learners through the provision of appropriate and inclusive school learning experiences which optimise their capacity to think and learn. This outcome appears more likely in schools where supportive classroom communities are encouraged. It is these experiences, teachers believe, that enable children to increase control over their learning and equip them with life-long learning skills considered necessary for meeting the challenges of living in a complex, fast-changing world. Even though progressive pedagogy recognises th
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KARASOVÁ, Jiřina. "Celoživotní učení v rozvoji venkovského regionu." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-204447.

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The aim of this work is to assess the present status and accessibility of education in the rural areas and evaluate how it is used. This will then be compared to the real need for education for the development of such areas and include solutions. The work will be focused on studying human capital in rural areas, on the condition of life-long learning in a rural environment and on the views and opinions of municipal authorities and local inhabitants. Personal experience and observations from many years of working in the field of rural development are used in this work, the main result of which
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Du, Toit Getruida Elizabeth. "Information-seeking behaviour of the Open Window School of Visual Communication undergraduate students : a case study." Diss., 2015. http://hdl.handle.net/10500/21187.

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The focus of this study is to investigate the information-seeking behaviour of the undergraduate art and design students of The Open Window School of Visual Communication. A qualitative approach with case study strategy is followed. For sampling purposes The Open Window School of Visual Communication was selected. Various qualitative research methods and literature on information-seeking behaviour are explored. The data were collected through one-on-one interviews. The findings show that various factors influence the information-seeking behaviour of undergraduate art and design students. Asp
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Books on the topic "Life-long learning skills"

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(Organization), UNIFI. Organising for skills: A discussion paper : life-long learning. UNIFI, 2000.

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Dryden, Gordon. Learning revolution: A life-long learning program for the world's finest computer : your amazing brain ! Jalmar Press, 1993.

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Dryden, Gordon. The learning revolution: A life-long learning program for the world's finest computer : your amazing brain! Jalmar Press, 1994.

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United, States Congress House Committee on Economic and Educational Opportunities Subcommittee on Postsecondary Education Training and Life-long Learning. Hearing on Job Opportunities and Basic Skills Act: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the Committee on Economic and Educational Opportunities, House of Representatives, One Hundred Fourth Congress, first session, hearing held in Washington, DC, January 19, 1995. U.S. G.P.O., 1995.

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Giacomo, Dina Di, Pierpaolo Vittorini, and Pilar Lacasa, eds. Digital Skills and Life-long Learning: Digital Learning as a New Insight of Enhanced Learning by the Innovative Approach Joining Technology and Cognition. Frontiers Media SA, 2019. http://dx.doi.org/10.3389/978-2-88945-753-3.

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Lim, Wendy, Kanwal Neel, and Hal Hemmerich. Prime Time: Strategies for Life-Long Learning in Math and Science. Pembroke Publishers, 2004.

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US GOVERNMENT. Hearing on Job Opportunities and Basic Skills Act: Hearing before the Subcommittee on Postsecondary Education, Training, and Life-long Learning of the ... held in Washington, DC, January 19, 1995. For sale by the U.S. G.P.O., Supt. of Docs., Congressional Sales Office, 1995.

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Pridane, Aija, Natalja Vronska, and Iveta Lice-Zikmane. Development of Home Economics Education for Life Quality in Latvia. Edited by Vija Dislere. Latvia University of Life Sciences and Technologies, 2020. http://dx.doi.org/10.22616/llu9789984483689.

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The research “Development of Home Economics Education for Life Quality in Latvia” is based on authors’ experience gained in long-term activities. The study is a scientific monograph, the materials is approbated in authors’ doctoral thesis and in scientific publications. The Home Economics education in Latvia has significantly changed from the acquisition of a simple, practical, narrow specification profession to the conscious, all-around development of a pupil’s individuality aimed at awareness of the quality of life and purposeful action to improve its quality. The aim of the book is to intro
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De Jonghe, Lynn Sargent. Starting with Whitehead. Rowman & Littlefield, 2022. https://doi.org/10.5040/9780761875130.

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Parents and teachers want to give children the best opportunities for success in life. But opinions may vary vehemently about the methods for accomplishing these aims. Starting with Whitehead begins with the premise that today’s children will need skills and values to live in a world of fast-paced, turbulent change: creativity, problem solving ability, attitudes of life-long learning, emotional resilience, and appreciation of different perspectives. As we seek guidance on these issues, we are led to the work of Alfred North Whitehead, who brilliantly perceived that the process of change itself
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Arnold D'Souza, Urban John, Ahmed Faris Abdullah, Atiqah Chew Abdullah, and Mohammed Saffre bin Jeffree, eds. A Guide For Adressing Stress Among Medical Students. UMS Press, 2018. http://dx.doi.org/10.51200/aguideforadressingstressumspress2018.

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A Guide for Addressing Stress among Medical Students was penned by the late Associate Professor Dr Narasappa Kumaraswamy, a senior clinical psychologist and academician. He had systematically addressed the stress experienced by medical students and methods to cope them. As editors, we had the great opportunity to edit this book with our experience and present it to the world where the rich experience and research outcome of our observations help the students to understand the stress and cope it successfully during their study period. A team of editors including psychologists, psychiatrist, and
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Book chapters on the topic "Life-long learning skills"

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Gregerson, Mary Banks. "The Global Reach of Creative Life Long Learning Skills for Graduate, Law, and Medical Students." In Teaching Creatively and Teaching Creativity. Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5185-3_6.

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Yacef, Kalina, Corinne Caillaud, and Olivier Galy. "Supporting Learning Activities with Wearable Devices to Develop Life-Long Skills in a Health Education App." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93846-2_74.

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Nakabugo, Mary Goretti, Benard Madanda, and Amos Kaburu. "Opportunities and Challenges in Household-Based Assessment of Life Skills." In The Enabling Power of Assessment. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51490-6_8.

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AbstractHousehold-based assessments (HBA) in education are novel. Conducting household-based learning assessments has long been associated with non-government organisations as evidenced in India, other parts of South Asia, East, West and Southern Africa, and the Americas. The use of HBA to measure life skills expands the use of this approach that was long characterised by assessing foundational literacy and numeracy skills. Experiences from the Assessment of Life Skills and Values (AliVE) by the Regional Educational Learning Initiative (RELI) reveal that opportunities for using HBA to measure
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Scierri, Irene Dora Maria. "La valutazione come promozione dell’autoregolazione e della sostenibilità dell’apprendimento: un’indagine nazionale sulle concezioni e le strategie valutative degli insegnanti." In Studies on Adult Learning and Education. Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0504-7.12.

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Research in the field of assessment has long emphasized the need to involve students as co-responsible in evaluative processes, also in relation to the opportunity to promote self-regulation skills in learning, essential for learning that can continuously renew and adapt to different circumstances and moments in life. The essay outlines a research path with a dual purpose: addressing the need for conceptual clarity in assessment approaches, especially in the realm of so-called “formative” assessment, to ensure consistency in applications and measurements in educational research; examining the
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Turan, Engin. "Children and the Digital World." In Child and Life. Nobel Tip Kitabevleri, 2024. http://dx.doi.org/10.69860/nobel.9786053359272.6.

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Digital tools are frequently used by children to explore the world, learn new things and play games. As a result of learning with digital tools, children’s developmental areas are supported, they acquire early literacy skills, they can take responsibility, and there are significant improvements in their problem-solving skills and creativity, as well as the fact that children spend a long time with digital tools, causing them to isolate themselves from their environment, become lonely, and decrease their performance at school and at home. It also causes negative effects such as academic failure
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O’Brien, Liz, Ambra Burls, Peter Bentsen, et al. "Outdoor Education, Life Long Learning and Skills Development in Woodlands and Green Spaces: The Potential Links to Health and Well-Being." In Forests, Trees and Human Health. Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-9806-1_12.

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Baran, Jolanta, Tamara Cierpiałowska, and Ewa Dyduch. "Traditional Teaching–Learning Process in the Class of Polish School Through Lens of UDL Approach." In Inclusive Learning and Educational Equity. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_4.

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AbstractEducation researchers have long advocated modifications to the teaching–learning process in order to make the school a more inclusive space and conducive to individual and group development of students with diverse (including special) educational needs. This is to develop competences, skills and values that will allow students to better prepare for adult life in a rapidly changing world. This demand is not new and is not only a demand but refers to reforming the education process. In Poland, for many years the schools have been undergoing dynamic changes in many different dimensions, p
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Roffi, Alice. "Promuovere l’apprendimento delle STEM con le tecnologie educative nella scuola secondaria di secondo grado: opportunità e criticità. X-Reality e STEM: opportunità e criticità." In Esercizi di ricerca. Firenze University Press, 2022. http://dx.doi.org/10.36253/979-12-215-0081-3.34.

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Nowadays, scientific literacy is a key aspect for active citizenship and for making informed decisions regarding scientific issues of everyday life. However, the PISA 2018 data highlight the low scientific competence of the upper secondary school students, underlining the need to foster STEM teaching. In particular, the use of the so-called X-Reality for acquiring scientific skills and to increase interest in the discipline seem promising. During the first year of my PhD, I carried out a scoping review on STEM teaching with X-Reality in the context of secondary school. The main purpose was to
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Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorg
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Sadoux, Marion. "Life-Long Language Learning Strategies for a Brave New Digital World." In Language Learning and Literacy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch033.

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The focus of this case study is to report and reflect on the design, implementation and fine tuning of the Peer Supported Online Language Learning Exchange module, known more simply as OLLE (Online Language Learning Exchange) which was developed in 2013 and is delivered in collaboration with students at the University of Nottingham Ningbo China. This module seeks to give students in all three University Campuses (United Kingdom, China, and Malaysia) the opportunity to continue to learn a foreign language together, blending, where this is geographically possible, face to face learning opportuni
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Conference papers on the topic "Life-long learning skills"

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de Vries, Pieter, and Maartje van den Bogaard. "“E-Learning in corporations”: an elective to augment life long learning skills." In 2009 39th IEEE Frontiers in Education Conference. Imagining and Engineering Future CSET Education (FIE 2009). IEEE, 2009. http://dx.doi.org/10.1109/fie.2009.5350447.

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Class, Christina B. "An approach for teaching new technologies and life-long learning skills." In 2011 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2011. http://dx.doi.org/10.1109/educon.2011.5773190.

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Duan, Chang, Xiaobo Peng, Tianyun Yuan, et al. "Promoting Life-Long Learning Skills in CAD Using the Peer-Generated Screencast Tutorials." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71891.

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To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude
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Njue, Teresa. "Fostering Life Long Learning: Re-Imagining Employability among Persons with Disability: A Case of TVET Institutions in Kenya." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.4468.

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The COVID-19 crisis was a turning point in skills development, propelled by the rapid expansion of technology-enabled solutions. According to the World Economic Forum report 2020, the rapid acceleration of automation and economic uncertainty caused by the pandemic shifted the division of labor between humans and machines, leading to 85 million jobs being displaced and 97 million new ones created by 2025. As the demand for new opportunities gather pace, skilling and reskilling strategies are crucial in meeting the perennial skills shortage. This paper addresses interventions for skills developm
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Janakova, Milena. "LIFE-LONG LEARNING AND ITS QUALITY FOR BETTER IT SKILLS AND INNOVATIONS IN CRM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1001.

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Kamarudin, Diyana, Nor Suraini Mohd Hassan, and Safiynaz Omar. "A Qualitative Analysis on the Perceptions and Impact of the MBA Program to Life Long Learning Skills." In the 2018 The 3rd International Conference. ACM Press, 2018. http://dx.doi.org/10.1145/3234825.3234842.

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Lu, Wei, and Ben Zoghi. "LIFE-LONG SUCCESSFUL SKILLS FOR ENGINEERING MANAGERS AND FUTURE TECHNICAL EXECUTIVES- STUDENTS’ LEARNING OUTCOMES FROM A PROFESSIONAL MASTER’S PROGRAM." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1723.

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Peng, Xiaobo, Tianyun Yuan, Uzair Nadeem, et al. "Assigning Students Teacher’s Role: A Student-Centered Approach in Computer-Aided Design Education." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-66871.

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This paper presents the preliminary work of implementing the learning by teaching approach, a student-centered pedagogy, in the Computer-Aided Design (CAD) education. Following an experimental study design, students were grouped into control section and experimental section. In the control section, students received the traditional instructor-centered instruction. In the experimental section, students were assigned into small groups and taught the course content to their peers during the class meeting. The students’ learning outcomes were evaluated, such as life-long learning skill, engineerin
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Peng, Xiaobo, Malcolm Jackson, Chang Duan, et al. "Evaluating the Effect of a Student-Centered Pedagogical Approach on Students’ Skills and Knowledge in Computer-Aided Design (CAD) Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23985.

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Abstract This paper presents a quasi-experimental pre and post test design to explore the effects of a student-centered pedagogical approach in Computer-Aided Design (CAD) education. In this study, students in experimental group generated CAD screencast tutorials, recorded the supporting audio, shared the videos with their peers, and provided feedback to each other’s screencast. A life-long learning survey, an engineering attitude survey, and a CAD modeling exam were used as the study instruments. Students’ learning outcomes were evaluated by analyzing data collected over five years from 17 cl
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Wadhwa, Sujata, Audrey Barlow, and Siddharth Jadeja. "Ascertaining Affective Domain in Engineering: A New Learning Concept." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50031.

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Engineering Education has always been focusing on the development of technical skills since decades. Technological advancement and digitalization have enabled the educators to implement various teaching pedagogies for the Digital Natives [1]. According to the World Bank report on the employability and skill set of newly graduated engineers in India, the core employability skills like self-discipline, reliability, self-motivation, team work, willingness to learn, flexibility, empathy, understanding and taking instructions for assignments with the weightage of 4.27 and communication skills with
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Reports on the topic "Life-long learning skills"

1

Barham, Tania, Marco Stampini, Karen Macours, Teresa Molina-Millan, and John A. Maluccio. Long-term Impacts of Conditional Cash Transfers in Latin America: Review of the Evidence. Inter-American Development Bank, 2016. http://dx.doi.org/10.18235/0011768.

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We review the literature on the long-term impacts of Conditional Cash Transfer (CCT) programs in Latin America. Long-term impacts are defined as those that both: 1) are related to the accumulation of human capital, and; 2) are observed after beneficiary children have reached a later stage of the life-cycle. We focus on two life-cycle transitions. The first is children exposed to CCTs in utero or early childhood, who have then transitioned to school ages. The second is children exposed to CCTs during school ages, who have then transitioned to early adulthood. The evidence is inconclusive. The e
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2

Triakina, Olga O., Olena O. Pavlenko, Nataliia P. Volkova, and Darja Kassim. Usage of E-learning Tools in Self-education of Government Officers Involved in Global Trade Activities. [б. в.], 2018. http://dx.doi.org/10.31812/123456789/2670.

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The article concerns the issue of e-learning tools implementation, including the Customs Learning and Knowledge Community electronic platform designed by the World Customs Organization and the Trade Facilitation Implementation Guide case studies collected by the United Nations Economic Commission for Europe, into the self-education process of current government employees (within in-service training) and future public officers (within master’s programs) connected with international trade transactions. The authors give a description of the content and characteristical features of existing e-lear
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3

Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation
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4

Duong, Bich-Hang, Vu Dao, and Joan DeJaeghere. Complexities in Teaching Competencies: A Longitudinal Analysis of Vietnamese Teachers’ Sensemaking and Practices. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/119.

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Education systems globally are implementing competency-based education (CBE) reforms. Vietnam's leaders have also adopted CBE in a comprehensive reform of its education since the early 2010s. Although the global idea of CBE has been widely adopted and recontextualized in various educational contexts, implementing the reform at the local level (e.g., teachers in schools) is never a linear and simple process. Given the complicated sensemaking process of competency and competency teaching, this study explores how Vietnamese teachers made sense of key competencies and adapted their teaching to com
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