Relevant bibliographies by topics / Lifelong learning concept

Contents

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

Academic literature on the topic 'Lifelong learning concept'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Lifelong learning concept"

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Popović, Katarina. "Destruktivan pohod celoživotnog učenja." Obrazovanje odraslih/Adult Education 21, no. 2 2021 (2022): 53–78. http://dx.doi.org/10.53617/issn2744-2047.2021.21.2.53.

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The paper analyses the development of basic terms and concepts in adult education (adult education, continuing; permanent and reccurent education, lifelong education, and lifelong learning) and the role of major international organizations in formulating and promoting these concepts. The focus of the analysis is on the reasons and consquences of the dominance of the modern, widely accepted concept of lifelong learning, which replaced the previous ones and almost completely suppressed the concept of adult education. This paradigm shift and change of the discourse has its ideological and economi
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Alla, Xhensila. "Lifelong Learning." Interdisciplinary Journal of Research and Development 11, no. 1 (2024): 27. http://dx.doi.org/10.56345/ijrdv11n105.

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The concept of lifelong learning has become one of the most widely discussed concepts in the field of adult education. Lifelong learning is about acquiring and updating all kinds of abilities, interests, knowledge and qualifications from the pre-school years to post retirement which promotes the development of knowledge and competences that will enable adaptation to the knowledge-based society and also valuing all forms of learning. It is the broad term for education that is conducted beyond school. Therefor it’s voluntary, rather than compulsory, and is completely self-motivated – with the ma
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Brigden, David N., and Brian Grieveson. "Lifelong Learning." Primary Dental Care os10, no. 1 (2003): 31–32. http://dx.doi.org/10.1308/135576103322504094.

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Mikulec, Borut. "Theoretical models and concepts of lifelong learning." Inovacije u nastavi 38, no. 1 (2025): 1–13. https://doi.org/10.5937/inovacije2501001m.

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On the one hand, a review of different models and concepts of lifelong learning shows that lifelong learning has certain common basic characteristics, i.e. it is lifelong (from "cradle to grave"), it is life-wide (it takes place in different contexts), and it focuses on learning. On the other hand, such an overview also shows that different models and concepts of understanding lifelong learning are in use and that lifelong learning is also a "slippery" and "ambiguous" concept, as it contains different and competing conceptualisations. Based on the analysis of relevant theoretical literature, w
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Dogan, Soner, and Cahit Kavtelek. "Opinions of lifelong learning institution administrators on the concept “lifelong learning”: a metaphor analysis for lifelong learning." Journal of Higher Education and Science 5, no. 3 (2015): 292. http://dx.doi.org/10.5961/jhes.2015.131.

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Regmi, Kapil Dev. "Lifelong Learning in Nepal: Contexts and Prospects." AMC Journal 1, no. 1 (2020): 121–32. http://dx.doi.org/10.3126/amcj.v1i1.33480.

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After the declaration of the Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all by the UN, many countries have adapted lifelong learning as one of their main goals for meeting their educational needs. However, lifelong learning as an educational policy concept is defined differently in various contexts. With the case of the context of Nepal this paper, which builds on my thesis prepared for Master of Philosophy degree (Regmi,2009), explores some of the fundamental concepts attached with lifelong learning, mainly
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Toprak, Metin, and Armagan Erdogan. "Lifelong Learning: Concept, Policy, Instruments and Implementation." Journal of Higher Education and Science 2, no. 2 (2012): 69. http://dx.doi.org/10.5961/jhes.2012.036.

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Iskakova, Mira. "Prospects for Using E-Learning Tools to Implement the Concept of “Lifelong Learning”." E-Learning Innovations Journal 2, no. 2 (2024): 80–101. http://dx.doi.org/10.57125/elij.2024.09.25.05.

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This article examines the current state and prospects of utilising e-learning tools within lifelong learning. The study aims to identify methods for leveraging various e-learning platforms to enhance adult lifelong education and assess the potential effectiveness of electronic tools in advancing "lifelong learning." The research employed a case study approach, analysing existing scientific literature and focusing on nine popular adult e-learning tools, such as Coursera, EdX, Moodle, Udemy, and Google Classroom. To achieve this, 50 scientific articles from various databases were reviewed, and t
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Jelačić, Maja, and Anita Zovko. "Cjeloživotno učenje – put ka budućnosti." Obrazovanje odraslih/Adult Education, no. 1-2 2022 (2023): 53–70. http://dx.doi.org/10.53617/issn2744-2047.2022.22.1-2.53.

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Lifelong learning represents an inherent part of everyday lives of every individual and the community. As a concept, lifelong learning is recognized in the strategic documents of European education policies. Also, it has affirmed as the main principle and orientation of many national education systems. The main aim of this paper is to examine the opinions of graduate part-time students at the Faculty Health Studies in Rijeka (people who work and study at the same time) about lifelong learning.The results of this research delineated some very interesting answers regarding motivation, educationa
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Shevchenko, Yuliia, Liudmyla Lysenko, Olha Horina, Nataliia Postoiuk, and Iryna Vakulyk. "Psychological Aspects of The Concept of Longlife ‎Learning: ‎Motivation Vectors." International Journal of Basic and Applied Sciences 14, no. 3 (2025): 17–25. https://doi.org/10.14419/fnjvy221.

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The article aimed at the theoretical analysis of motivation factors in lifelong learning from a psychological perspective. This research is based ‎on qualitative methodology. The main toolkit consisted of content analysis and grounded theory elements. It was shown that a more ‎thorough understanding of learning helps people see lifelong learning as having an interest in improving communities and society in ‎addition to having an economic focus. Findings show that at the heart of continuous learning lies intrinsic motivation. Namely, the internal ‎drive fuels individuals to seek out new knowled
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Dissertations / Theses on the topic "Lifelong learning concept"

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Jn, Pierre Kentry Dester. "Endikasyon lavi diwant : translating the concept of lifelong learning into policy and practice in St Lucia." Thesis, University of Sheffield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434460.

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Hunanyan, Hasmik [Verfasser], Martha [Akademischer Betreuer] Friedenthal-Haase, and Elisabeth [Akademischer Betreuer] Meilhammer. "The Reform of Higher Education Systems and the Concept of Lifelong Learning : a compearative study of German and Armenian universities in the Bologna Process / Hasmik Hunanyan. Gutachter: Martha Friedenthal-Haase ; Elisabeth Meilhammer." Jena : Thüringer Universitäts- und Landesbibliothek Jena, 2011. http://d-nb.info/1016391188/34.

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Gėgžnaitė, Ugnė. "Mokėjimo mokytis kompetencijos ugdymas ir vertinimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2015. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2015~D_20150109_144222-86129.

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Darbo tema – mokėjimo mokytis kompetencijos ugdymas ir vertinimas. Darbe nagrinėjama šiuolaikinio ugdymo proceso samprata, mokėjimo mokytis kompetencijos samprata ir struktūra, apžvelgiami mokėjimo mokytis kompetencijos vertinimo įrankiai. Darbo tikslas – išnagrinėti mokėjimo mokytis kompetencijos ugdymą ir vertinimą pedagogų ir mokinių požiūriu. Uždaviniai: 1. Pateikti šiuolaikinio ugdymo proceso sampratą. 2. Atskleisti mokėjimo mokytis kompetencijos apibrėžimą ir struktūrą. 3. Apžvelgti mokėjimo mokytis kompetencijos vertinimo įrankius. 4. Ištirti mokinių ir mokytojų požiūrį į
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Dyer-Regis, Bernice. "Lifelong learning and older adults : concepts, contexts and challenges in a developing country." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531104.

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Ju, Hyun Jung. "Weiterbildung für ältere Erwachsene an deutschen Universitäten." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2017. http://dx.doi.org/10.18452/17752.

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Die vorliegende Dissertation behandelt das Thema der Weiterbildung für Ältere und die didaktischen Konzepte an deutschen Universitäten. Im theoretischen Teil dieser Arbeit werden die Entwicklungen von Konzepten des Lebenslangen Lernens dargestellt und Hochschulen als Ort des Lebenslangen Lernens und der Weiterbildung für ältere Erwachsene im Wandel der Gesellschaft beschrieben. Im empirischen Teil dieser Arbeit werden fünf Weiterbildungsangebote und -programme für Ältere an ausgewählten deutschen Universitäten durch schriftliche Befragung, Experteninterview und Einzelinterview untersucht. Die
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CONTINI, VALERIO. "Concezioni della sostenibilità e orientamenti temporali in contesti educativi informali. L’esperienza dei Gruppi di Acquisto Solidale = Conceptos de sostenibilidad y orientaciones temporales en contextos educativos informales. La experiencia de los Grupos de Compra Solidaria." Doctoral thesis, Università degli studi di Bergamo, 2012. http://hdl.handle.net/10446/27367.

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Le profonde trasformazioni delle nostre società mettono oggi in evidenza fenomeni educativi nuovi. Apprendimenti informali prendono forma spontaneamente all’interno dei percorsi esistenziali del soggetto e nel suo ambiente di vita. Molti studi dimostrano che l’educazione informale, più di quella formale, può influire sugli atteggiamenti e gli stili di vita in modo profondo e duraturo, può educare grandi masse di persone, soprattutto le più difficili da raggiungere, a impegnarsi per costruire una comunità planetaria sostenibile. Questa ricerca analizza il fenomeno dei Gruppi di Acquisto Soli
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Vasishta, Nithin Venkatesh. "Lifelong learning of concepts in CRAFT." Thesis, 2020. http://hdl.handle.net/1866/24335.

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La planification à des niveaux d’abstraction plus élevés est essentielle lorsqu’il s’agit de résoudre des tâches à long horizon avec des complexités hiérarchiques. Pour planifier avec succès à un niveau d’abstraction donné, un agent doit comprendre le fonctionnement de l’environnement à ce niveau particulier. Cette compréhension peut être implicite en termes de politiques, de fonctions de valeur et de modèles, ou elle peut être définie explicitement. Dans ce travail, nous introduisons les concepts comme un moyen de représenter et d’accumuler explicitement des informations sur l’environne
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Zůnová, Tereza. "Pojmové mapy a jejich využití v učení vysokoškolských studentů." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-358486.

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This thesis presents concept maps as an alternative tool for learning of adult university students. The theoretical part explains the changes in the ability to learn of these adult students. The thesis presents basic information about concept maps and describes specific examples for their use by university students. I describe the advantages and disadvantages which bring them this information recording graphical tool. The empirical part combines all topics of the theoretical part. Qualitative research presents the subjective views of adult university students on changes in their ability to lea
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莊菽羚. "Forward-looking Lifelong Learning: Some Inspirational Concepts of the German Volkshochschule for Lifelong Learning in Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/27vqfb.

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碩士<br>國立中正大學<br>成人及繼續教育學系碩士在職專班<br>106<br>Abstract This study aimed to investigate the modern history of lifelong learning in the German Volkshochschule, as well as to elucidate the achievements and importance of the Volkshochschule in promoting lifelong learning. A literature review, along with content analysis, was conducted to present a full picture of the Volkshochschule's lifelong learning development in local and global scenarios. To support the aims of this study, the research scope ranges from a review of the goals of lifelong learning to an investigation into the history of the Vo
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Hajšmanová, Lucie. "Koncepce informačního vzdělávání univerzitní knihovny Západočeské univerzity v Plzni." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-406264.

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The diploma thesis focuses on the development of information literacy and information education in university libraries. Based on theoretical and practical knowledge, the aim of the thesis is to propose a concept of information education in the university library of the University of West Bohemia. First, the theoretical part introduces key terms, content, implementable forms and current approach to information education in the context of the university environment. Moreover, it also specifies the current role of the university library as a provider of information education and defines the main
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Books on the topic "Lifelong learning concept"

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1954-, Osborne Michael, Houston M, and Toman Nuala 1975-, eds. The pedagogy of lifelong learning: Understanding effective teaching and learning in diverse contexts. Routledge, 2007.

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Peter, Sutherland, and Crowther Jim, eds. Lifelong learning: Concepts and contexts. Routledge, 2006.

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Morgan-Klein, Brenda. The concepts and practices of lifelong learning. Routledge, 2007.

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Smilde, Rineke. Community Engagement and Lifelong Learning. Edited by Brydie-Leigh Bartleet and Lee Higgins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190219505.013.32.

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This chapter discusses the relationship of community engagement through music and the concept of lifelong learning, which is a dynamic concept of learning that enables us to respond to change. Underpinning the work of community musicians is the notion that artistic processes can have transformative potential that can bring about a sense of community, inclusion, and collective identity. Three case studies of community engagement will be explored with different aims and points of departure but with shared values and approaches, comprising important aspects of the concept of lifelong learning. Ou
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Osborne/Houston. The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts. Routledge, 2007.

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Osborne/Houston. The Pedagogy of Lifelong Learning: Understanding Effective Teaching and Learning in Diverse Contexts. Routledge, 2007.

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Donetsk In-Service Teacher Training Institute and NGO European Scientific Platform. Designing an Individual Trajectory of Educator's Professional Development in the Context of the Concept of «Lifelong Learning». Primedia eLaunch LLC, 2021.

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Suth, Crowther ;. Lifelong Learning: Concepts and Contexts. Routledge, 2007.

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Crowther, Jim, and Sutherland Peter. Lifelong Learning: Concepts and Contexts. Taylor & Francis Group, 2008.

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Crowther, Jim, and Sutherland Peter Jr. Lifelong Learning: Concepts and Contexts. Taylor & Francis Group, 2007.

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Book chapters on the topic "Lifelong learning concept"

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Mesbah, Sepideh, Guanliang Chen, Manuel Valle Torre, Alessandro Bozzon, Christoph Lofi, and Geert-Jan Houben. "Concept Focus: Semantic Meta-Data for Describing MOOC Content." In Lifelong Technology-Enhanced Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_36.

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Schoenenberger, Henning. "Concept and Reality of Lifelong Learning." In Connected Learning: Origins, Opportunities, and Perspectives of Contemporary Educational Design. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-37813-3_6.

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Clayton, Rosie, and Atif Shafique. "Learning Ecosystems for Equitable Education and Lifelong Learning." In Gulf Studies. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9667-0_13.

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Abstract This chapter presents an overview of 5-years of research and development work conducted by WISE/Qatar Foundation into learning ecosystems. This work has included one of the first international studies into the concept of learning ecosystems, setting out a definition which has since been adopted by other researchers and practitioners around the world, and the identification of key characteristics and impacts. Which has supported global growth in interest in learning ecosystems at both practice and policy levels. Recently, WISE has focused on understanding the potential of this concept
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Elfert, Maren, and Kjell Rubenson. "Lifelong Learning: Researching a Contested Concept in the Twenty-First Century." In Third International Handbook of Lifelong Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-67930-9_48-1.

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Elfert, Maren, and Kjell Rubenson. "Lifelong Learning: Researching a Contested Concept in the Twenty-First Century." In Third International Handbook of Lifelong Learning. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19592-1_48.

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Choraś, Michał, Rafał Kozik, Rafał Renk, and Witold Hołubowicz. "The Concept of Applying Lifelong Learning Paradigm to Cybersecurity." In Intelligent Computing Methodologies. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63315-2_58.

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Chitty, Clyde. "Early Years and Childcare Strategies, and the Concept of Lifelong Learning." In Education Policy in Britain. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32038-4_10.

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Maguire, Terry, and Aoife M. Smith. "Maths Eyes—A Concept with Potential to Support Adult Lifelong Mathematics Education." In Contemporary Research in Adult and Lifelong Learning of Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96502-4_12.

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Kersh, Natasha, Hanna Toiviainen, George K. Zarifis, and Pirkko Pitkänen. "Active Citizenship, Lifelong Learning and Inclusion: Introduction to Concepts and Contexts." In Young Adults and Active Citizenship. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65002-5_1.

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AbstractThis chapter provides insight into the rationale, background and key concepts of the book and will discuss relevant theoretical considerations, contexts and discourses. The complexity surrounding the conceptual understanding of active citizenship, adult education and vulnerability will be considered, and approaches towards achieving a shared understanding of the nature of adult education and lifelong learning will be addressed within this chapter. In this book, the concept of active citizenship is used as a conceptual lens to understand the role of adult education in including young ad
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Rennie, Frank, and Keith Smyth. "Lifelong learning." In Digital Learning: The Key Concepts, 2nd ed. Routledge, 2019. http://dx.doi.org/10.4324/9780429425240-120.

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Conference papers on the topic "Lifelong learning concept"

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Barkalov, Sergey, Elena Avdeeva, and Tatiana Averina. "Features of the Lifelong Learning Concept Implementation." In 2023 3rd International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2023. http://dx.doi.org/10.1109/tele58910.2023.10184367.

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Tryhub, Oksana. "THE CONCEPT OF LIFELONG LEARNING: THE EUROPEAN DIMENSION." In SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-22.12.2023.080.

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Davey, Bill, and Arthur Tatnall. "The Lifelong Learning Iceberg of Information Systems Academics - A Study of On-Going Formal and Informal Learning by Academics." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3088.

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This article describes a study that examined the lifelong learning of information systems academics in relation to their normal work. It begins by considering the concept of lifelong learning, its relationship to real-life learning and that lifelong learning should encompass the whole spectrum of formal, non-formal and informal learning. Most world governments had recognised the importance of support for lifelong learning. Borrowing ideas and techniques use by Livingstone in a large-scale 1998 survey of the informal learning activities of Canadian adults, the study reported in this article sou
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Medic Pejic, Ljiljana. "APPLYING CONCEPT MAPPING STRATEGIES TO IMPROVE STUDENTS LIFELONG LEARNING IN PHYSICAL CHEMISTRY." In 13th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2013. http://dx.doi.org/10.5593/sgem2013/be5.v2/s22.003.

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Fleer, Marilyn. "Conceptual development: How do early educators and teachers support children's early thinking in STEM?" In Research Conference 2023: Becoming lifelong learners. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-715-1-15.

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As national and state-based reforms in early education roll-out across Australia, concern for building a well-qualified workforce to meet growing demand has intensified. In parallel with the reforms, teachers and educators are reminded by the recently released 2022 Early Years Learning Framework to design programs that support intentionality in play-based learning. However, the literature shows that despite the concept of intentional teaching being around since 2009, difficulties with how to do this remains. This presentation takes up this challenge, by 1) sharing the collective findings of 6
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Spinello, Enrico, Gianluca Torbidone, Marina Marchisio, and Sergio Rabellino. "A FULL SPECTRUM LIFELONG E-LEARNING PROJECT FOR THE ARMY." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-020.

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Nowadays a large organisation requires a solid and efficient system for managing the learning process of internal organisation in a lifelong learning perspective. The Italian Army decided to boost the lifelong learning concept for military personnel in a modern and digital way by using the e-learning environment. This decision was based on the long experience of the Education and Training Command and School of Applied Military Studies (COMFOR-SA) Virtual Learning Centre (VLC) and its cooperation with the University of Turin in the field of e-learning. This cooperation allows to adopt innovativ
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Žiljak, Tihomir. "INKLUZIVNA DIMENZIJA CJELOŽIVOTNOG UČENJA." In Persons with disabilities in arts, science and education. Academy of Arts and Culture in Osijek, J. J. Strossmayer University of Osijek, 2024. http://dx.doi.org/10.59014/mfrr1912.

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The article analyses the relationship between lifelong learning and inclusive policies for persons with disabilities. The first part analyses the concept of inclusiveness in lifelong learning and the application of this concept in educational policies. The emphasis is on the educational obstacles faced by persons with disabilities and the opportunities that the concept of lifelong learning provides for their inclusion in various forms of education and learning. In doing so, dispositional, situational and institutional obstacles for persons with disabilities and different dimensions of inclusiv
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BIBIC, Alexandru. "Rolul competenței digitale în realizarea proiectelor STEAM." In Inter/transdisciplinary approaches in the teaching of the real sciences, (STEAM concept) = Abordări inter/transdisciplinare în predarea ştiinţelor reale, (concept STEAM). Ion Creangă Pedagogical State University, 2023. http://dx.doi.org/10.46727/c.steam-2023.p218-222.

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Digital competence is an essential factor for the efficient and innovative implementation of STEAM projects in education. Digital competence supports access to relevant information and resources, creation and sharing of quality digital products, collaboration, and communication within STEAM Communities of Practice. Digital competence also contributes to the development of students' and teachers' STEM/STEAM competences and other key competences for lifelong learning. By integrating digital competence into STEAM projects, students and teachers can benefit from more varied, interactive, and innov
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Railean, Elena. "Interactive learning strategies in higher education: challenges, opportunities and risks." In Universitas Europaea: Towards a Knowledge Based Society Through Europeanisation and Globalisation. Free International University of Moldova, 2025. https://doi.org/10.54481/uekbs2024.v1.14.

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Nowadays, learning ought to be an active process that takes place inside the state of the lifelong learner capacity of learning how to learn through all of life and is impacted by the learner(s) capacity to learn, learning objects, and their surroundings. The problem is that learning occurs in a variety of learning environments, which are physical, digital, and virtual. This article examines the foundational literature on interactive learning strategies in higher education, emphasizing the definition of key terms, the design of teacher-centered and/or learner-centered learning environments, an
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CALALB, Mihail, and Viorel DABIJA. "The concept of big scientific ideas and its application to the formation of lifelong learning competences." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p338-345.

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This article addresses two research questions: 1) How can the concept of big scientific ideas be applied to better understand the physical meaning of new concepts studied in class? 2) How does the level of understanding of studied material correlate with the development of lifelong learning competencies? To answer these questions, formative and summative digital assessments were conducted during the study of the chapter Interactions through Fields in the 9th grade physics course. Additionally, during those lesson sequences where peer instruction was applied, students also were engaged in digit
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Reports on the topic "Lifelong learning concept"

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Hernández Orellana, Marisol. Educating for the Future: Why Universities Must Lead the Way in Ethical and Digital Competence. Carver University; Universidad Autónoma de Chile, 2025. https://doi.org/10.32457/hernandez2202597.

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As artificial intelligence (AI) reshapes our world, higher education faces a pivotal decision: will it merely adopt these technologies or will it actively guide their integration in ways that preserve human judgment, ethics, and intellectual autonomy? This opinion article argues that universities must take a leadership role—not only to safeguard their institutional identity but also to contribute to a society populated by digitally competent, ethically grounded professionals. Recent studies show that AI tools like ChatGPT and Wolfram Alpha are increasingly used by students to automate complex
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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important
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Oyekan, Khalimath, Ayodotun Ayorinde, and Oreoluwa Adenuga. The Problem of Out-of-School Children in Nigeria. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/058.

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In 2015, all United Nations Member States adopted the 2030 Agenda for Sustainable Development which outlines a blueprint to address global challenges across a broad range of themes including poverty, health, education, inequality, climate change, environmental degradation, peace and justice. The Goal 4 of the 2030 Agenda for Sustainable Development, otherwise referred to as the United Nations Sustainable Development Goal 4, seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Unfortunately, an approximated 263 million children remain ou
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Obiakor, Thelma, and Kirsty Newman. Education and Employability: The Critical Role of Foundational Skills. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/048.

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A great deal of policy attention is paid to the role that education plays in driving employment outcomes. Most of this attention has focused on post-primary education— particularly Technical and Vocational Education and Training (TVET). This paper sets out the less-discussed role that foundational skills, typically built through basic primary education, play in driving employability; how foundational skills affect TVET provision; and what implications this body of evidence has for education policy. We acknowledge the need to consider how education systems build skills which will contribute to
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การวิเคราะห์และสังเคราะห์ปรัชญา แนวคิด และหลักการของการศึกษาตลอดชีวิตเพื่อการเป็นชุมชนแห่งการเรียนรู้. คณะครุศาสตร์ จุฬาลงกรณ์มหาวิทยาลัย, 2015. https://doi.org/10.58837/chula.res.2015.8.

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The global changes in the 21stcentury affect Thailand’s society, especially Thai people. Therefore, Thai people have to enhance themselves in the aspect of intellectual and integrity in order to be social capital for the development of Thailand. In this regard, the important strategy to develop human-beings is to build the learning community which suits to Thai people’s learning style. Furthermore, the effective learning community has to go with the highly qualified lifelong education management. The objectives of this research are to analyze and synthesize the philosophy, the concept, and the
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