Relevant bibliographies by topics / Lifelong learning practices

Contents

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

Academic literature on the topic 'Lifelong learning practices'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Lifelong learning practices"

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Ang, Chooi-Leng, Lip Sam Thi, Padmini Pillai, Hamzah Haji Abdul Rahman, and Sobri Don. "Conceptualising Lifelong Learning: The Case of Lifelong Learning Practices at Universiti Utara Malaysia." Journal of the World Universities Forum 2, no. 2 (2009): 39–48. http://dx.doi.org/10.18848/1835-2030/cgp/v02i02/56574.

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Jallade, Jean-Pierre, and Jose-Gines Mora. "Lifelong Learning: international injunctions and university practices." European Journal of Education 36, no. 3 (2001): 361–77. http://dx.doi.org/10.1111/1467-3435.00074.

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McGray, Robert. "The concepts and practices of lifelong learning." Studies in Continuing Education 31, no. 3 (2009): 317–18. http://dx.doi.org/10.1080/01580370903282427.

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Edwards, Richard. "Mobilizing lifelong learning: governmentality in educational practices." Journal of Education Policy 17, no. 3 (2002): 353–65. http://dx.doi.org/10.1080/02680930210127603.

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Phan, Thi Kim Thao. "Revisiting Lifelong Learning and Its Practices in Vietnam." International Journal of TESOL & Education 3, no. 1 (2022): 47–63. http://dx.doi.org/10.54855/ijte.23314.

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Education is an indispensable sector for a country's sustainable development. To maintain its continuity, government-based policies and related stakeholders in learning need to be considered to promote lifelong learning. This narrative literature review addresses international concepts of lifelong learning in Europe and how it has been implemented in Vietnam. The findings indicated that Vietnam faced more challenges than other developed countries, and some factors impacted LLL in Vietnam, such as legal frameworks, facilities, foreign language literacy, etc. The review also provided discussions
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Mohd, Ros Faizah, Hafizhah Zulkifli, and Mohd Isa Hamzah. "Lifelong learning practices of primary school teachers: a systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 6 (2024): 3872–83. https://doi.org/10.11591/ijere.v13i6.29597.

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The practice of lifelong learning among teachers involves continuous efforts to enhance their knowledge, skills, and competencies through various activities. Previous studies have explored different practices such as reading, collaboration, participation in courses, culturalizing learning, conducting research, and digital learning. However, there is a lack of systematic reviews of these practices. This an article aims to fill this gap by conducting a systematic review of lifelong learning practices among primary school teachers for 5 years since 2019 until 2023. The study integrates various re
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Huang, Jian, and Weiping Shi. "Policies and practices of lifelong learning in China." International Journal of Lifelong Education 27, no. 5 (2008): 499–508. http://dx.doi.org/10.1080/02601370802051603.

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Larrotta, Clarena. "Best practices teaching ESL: A lifelong learning approach." New Directions for Adult and Continuing Education 2022, no. 175-176 (2022): 5–7. http://dx.doi.org/10.1002/ace.20463.

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Lee, Chei Sian, Rachel Qing Yu Yeo, Dion Hoe‐Lian Goh, Rebecca P. Ang, and Betsy Ng. "A Transitional Approach to Examine the Influences of Information Practices on Lifelong Learning." Proceedings of the Association for Information Science and Technology 61, no. 1 (2024): 541–46. http://dx.doi.org/10.1002/pra2.1055.

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ABSTRACTLifelong learning involves and engages learners at all stages of education and life. In particular, learning transitions, which represent phases when students advance to the next stage of an educational setting, are significant as they may trigger learning and development for lifelong learning. Research suggests that the learning transition process provides an opportunity to develop learning abilities that have long‐term consequences, including lifelong learning. The notion of information practices is thus applicable to examine the development of these abilities, as information practic
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Korshunov, I. A., N. N. Shirkova, E. S. Szhenov, I. A. Efremov, and G. A. Chakhoyan. "Management Practices and Effectiveness of Universities at Lifelong Learning Realization." Vysshee Obrazovanie v Rossii = Higher Education in Russia 32, no. 1 (2023): 9–34. http://dx.doi.org/10.31992/0869-3617-2023-32-1-9-34.

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The article is devoted to the consideration of organizational mechanisms and practices. They contribute to increasing the role of higher education organizations in the implementation of lifelong learning programs and ensure the financial stability of organizations. Within the frame of the article, the data of the “New Opportunities for Everyone” federal project realization collected during a survey of university leaders were analyzed. Heads of lifelong learning programmes departments of 51 universities, realized the federal project, have been participating in the survey, as well as over 15.3 t
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Dissertations / Theses on the topic "Lifelong learning practices"

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Carty, Margaret A. "Towards a paradigm of learning to learn for lifelong learning : Vancouver School Board teachers' conceptualizations and practices." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31548.

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What does 21st century learning look like? What are the skills and attitudes needed for lifelong learning in our present world climate? Today's climate of globalization and constant technological change presents new challenges to an education system founded during the industrial revolution on a world and way of learning that in many ways is no longer representative of current times. Learning to learn is a widely-discussed concept, deemed a necessity for lifelong learning, but few attempt to define it in any concrete terms. Even fewer have made practical attempts to implement and integrate lear
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Alyoser, Abdulaziz Z. "SELF-REPORTED ATTITUDES AND PRACTICES OF MUSIC INSTRUCTORS IN KUWAIT REGARDING ADULT MUSIC LEARNERS." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1467218380.

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Taherzadeh, Alice Lida. "An Alternative Currency for Education : A Comparative Case Study of Learning Practices within Time Banks." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158120.

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This study aims to investigate learning practices within Time Banks in Spain. Time Banking is a community currency concerned with the exchange of services between members using time as the currency. Parallels can be drawn with Ivan Illich’s ‘Skills Exchange’ model in Deschooling Society (1971b) and this provides the initial motivation for the study of Time Banks from an educational perspective, which is identified as a gap in the literature. Moving on from Illich, the investigation of Time Banks is considered in relation to the wider context of Lifelong Learning and the Learning Society. The h
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Chung, Ji Hye Jaime. "A critical examination of South Korean manager moms : English language education practices in a context of truncated lifelong learning." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/14402/.

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This study explored the lives of South Korean ‘manager moms’ within the integrated conceptual framework of Korean Confucianism, English and globalisation, and lifelong learning. To understand these ‘manager moms’ and shed light on the topic of mothers in the educational field, what they do for children’s English language education and how they go about doing it were investigated by qualitative research methods. Thirty South Korean participants were involved in articulating their perceptions of ‘manager moms’ and/or being ‘manager moms’ in the male-centred Confucian society; they shared their e
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Chan, Tak-Yuen. "Adult and continuing education practitioners in Hong Kong : a study of their values on lifelong learning policies and programme planning practices." Thesis, Durham University, 2005. http://etheses.dur.ac.uk/1278/.

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Glanz, Christine. "Literalität in der Sexualitätsberatung der Senga in Uganda." Doctoral thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-118712.

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Diese explorative, ethnographische Arbeit squizziert die historische Entwicklung der Senga-Rolle und -kommunikation bei den Baganda im 20. Jahrhundert. Die Senga ist bei den Baganda die Tante väterlicherseits, Bezugsperson und Beraterin in allen Lebensphasen ihrer Nichte in Bezug auf Sexualität, Weiblichkeit und heterosexuelle Beziehungen. Die soziale Rolle der Senga ist in diesem Sinne eine Strategie des lebenslangen Lernens. Die Senga-Rolle ist auch in anderen bantusprachigen Gesellschaften Ostafrikas bekannt. Das 20. Jahrhundert stand in Uganda unter dem starken Einfluss der Missionierung u
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ALLEGRETTA, LICIA. "LA DOMANDA DI FORMAZIONE CONTINUA NELLA SOCIETA' DELLA CONOSCENZA : APPROCCI,SIGNIFICATI,E PRATICHE DI ANALISI DEI FABBISOGNI FORMATIVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1510.

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Negli ultimi decenni, l’affermazione del paradigma della società della conoscenza e le recenti politiche di sostegno all’apprendimento lungo tutto l’arco della vita, hanno evidenziato la questione dello skillmismatching tra competenze formate e fabbisogni professionali espressi dal mercato del lavoro. La finalità della ricerca è stata quella di ricostruire il frame culturale, valoriale e normativo entro cui si colloca l’emergenza del fabbisogno formativo dei lavoratori e di tracciare il percorso storico-evolutivo dell’analisi dei fabbisogni formativi (aff) come strumento, come costrutto e com
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ALLEGRETTA, LICIA. "LA DOMANDA DI FORMAZIONE CONTINUA NELLA SOCIETA' DELLA CONOSCENZA : APPROCCI,SIGNIFICATI,E PRATICHE DI ANALISI DEI FABBISOGNI FORMATIVI." Doctoral thesis, Università Cattolica del Sacro Cuore, 2012. http://hdl.handle.net/10280/1510.

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Negli ultimi decenni, l’affermazione del paradigma della società della conoscenza e le recenti politiche di sostegno all’apprendimento lungo tutto l’arco della vita, hanno evidenziato la questione dello skillmismatching tra competenze formate e fabbisogni professionali espressi dal mercato del lavoro. La finalità della ricerca è stata quella di ricostruire il frame culturale, valoriale e normativo entro cui si colloca l’emergenza del fabbisogno formativo dei lavoratori e di tracciare il percorso storico-evolutivo dell’analisi dei fabbisogni formativi (aff) come strumento, come costrutto e com
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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 givin
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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 c
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Books on the topic "Lifelong learning practices"

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Usher, Robin, and Richard Edwards. Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x.

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1948-, Hatton Michael J., and APEC-HURDIT Research Project, eds. Lifelong learning: Policies, practices, and programs. School of Media Studies at Humber College, 1997.

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

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Okamoto, Kaoru. Lifelong learning movement in Japan: Strategy, practices and challenges. Kaoru Okamoto, 1994.

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H, Poonwassie Deo, and Poonwassie Anne, eds. Fundamentals of adult education: Issues and practices for lifelong learning. Thompson Educational Publishing, 2001.

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1975-, Dahlstedt Magnus, ed. The confessing society: Foucault, confession, and practices of lifelong learning. Routledge, 2012.

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Kozlovskiĭ, V. V. Learning in transition: Policies and practices of lifelong learning in post-socialist countries. Nauka, 2010.

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Otala, Leenamaija. European approaches to lifelong learning: Trends in industry practices and industry-university cooperation in adult education and training. 2nd ed. CRE-ERT, European University-Industry Forum, 1992.

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van, Weert Tom J., Kendall Mike, and IFIP Technical Committee on Education., eds. Lifelong learning in the digital age: Sustainable for all in a changing world : IFIP Technical Committee 3 (Education), Lifelong Learning Working Track in the IFIP conference, E-training practices for professional organisations, Pori, Finland, 7-11 July 2003. Kluwer Academic, 2004.

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Richard, Malthouse, ed. Reflective practice in the lifelong learning sector. Learning Matters, 2009.

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Book chapters on the topic "Lifelong learning practices"

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Usher, Robin, and Richard Edwards. "Connecting Lifelong Learning." In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_8.

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Usher, Robin, and Richard Edwards. "The Language Games of Lifelong Learning." In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_4.

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Usher, Robin, and Richard Edwards. "Fashioning Political Spaces." In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_6.

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Usher, Robin, and Richard Edwards. "Lines of Flight…" In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_10.

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Usher, Robin, and Richard Edwards. "Signing the Social." In Lifelong Learning – Signs, Discourses, Practices. Springer Netherlands, 2007. http://dx.doi.org/10.1007/1-4020-5579-x_2.

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Beckett, David. "Of Maestros and Muscles: Expertise and Practices at Work." In Second International Handbook of Lifelong Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2360-3_8.

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McPherson-Crowie, Tatum. "Libraries, Literacies and Lifelong Learning: The Practices Within Higher Education Institutions." In Second International Handbook of Lifelong Learning. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2360-3_35.

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Bound, Helen, Magdalene Lin, and Peter Rushbrook. "Lifelong Learning Policies and Practices in Singapore: Tensions and Challenges." In Promoting, Assessing, Recognizing and Certifying Lifelong Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8694-2_10.

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Rémery, Vanessa, and Vincent Merle. "French Approaches to Accreditation of Prior Learning: Practices and Research." In Promoting, Assessing, Recognizing and Certifying Lifelong Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8694-2_15.

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Smith, Raymond. "Recognising Learning and Development in the Transaction of Personal Work Practices." In Promoting, Assessing, Recognizing and Certifying Lifelong Learning. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8694-2_5.

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Conference papers on the topic "Lifelong learning practices"

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Voronkova, Valentyna, Roman Oleksenko, Vitalina Nikitenko, Oksana Kotenko, and Alla Popova. "INFORMATION AND COMMUNICATION TECHNOLOGIES USED IN EDUCATION IN THE CONTEXT OF INDUSTRY 5.0 DEVELOPMENT." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/s08/58.

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New technologies have made it possible to eliminate geographical barriers, thereby changing the traditional learning model. ICTs support lifelong learning by providing tools that allow for the creation of virtual learning environments through online courses or more informal settings. The purpose of the article is to study the theoretical and practical aspects of information and communication technologies and the conditions for their use in education in the context of Industry 5.0. It is proved that the informatization of the educational sector meets the deep needs of the whole society for the
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Quintas, Célia, and Isabel Fernandes Silva. "LIFELONG LEARNING AND PROFESSIONAL TRANSLATOR PRACTICES." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0871.

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Baran, Reinhard. "Computer science aspects in lifelong learning." In 2011 7th International Conference on Next Generation Web Services Practices (NWeSP). IEEE, 2011. http://dx.doi.org/10.1109/nwesp.2011.6088226.

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Postelnicu, Roxana, Constantanicoleta Bodea, Bianca Tesila, et al. "IT-SUPPORTED LIFELONG LEARNING PRACTICES IN DANUBE REGION COUNTRIES." In eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-045.

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In Danube region various difficulties related to the employment of knowledge workers have occurred, e.g. decrease of job security over the career, high probability of having obsolete professional competences in a short period of time, incapacity of choosing the suitable working place according to one's education, aspects which conducted to a decrease in life satisfaction. The current paper is a survey of the specific situation of Danube region countries related to lifelong learning practices with the purpose of increasing one's employability and, consequently, quality of life. In order to offe
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Heiser, Rebecca, Chrysoula Lazou, Anastasia Mavraki, Maria Psychogiou, Aga Palalas, and Pamela Walsh. "The Transnational Student Learning Experience: Giving Voice to Internationalization Practices that Enhance Lifelong Learning and Transformation." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.1025.

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Transnational distance education is a strategic practice that contributes to the internationalization of higher education. However, little is known about the transnational student learning experience and the practices necessary to support intended outcomes, including preparing post-graduates with essential skills and competencies for employment and lifelong learning within their local communities, country of origin, and globalized economy. Therefore, this study explores the factors contributing to the success and challenges encountered during a graduate program undertaken at an open, distance
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Nicolaescu, Cristina. "FOREIGN LANGUAGES STUDIED THROUGH ONLINE PRACTICES, A STEP FORWARD TO LIFELONG LEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-129.

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My paper is a research-informed presentation of online practices in higher education, as a new pedagogic paradigm, in the information age. I would describe e-learning as a pathway for the future, not replacing the traditional forms of education, but supporting and completing them, in an interactive, collaborative manner. The Faculty I work for has designed the educational process as a combination of theoretical and practical study of foreign languages assisted by computers. This corresponds to a learning need within the space of democratic discourse and a globalizing process. My research is co
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Mukanova, Polly, and Sabina Eftimova. "LIFELONG LEARNING AND LIBRARIES: BEST PRACTICES IN BULGARIAN PUBLIC LIBRARIES." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1383.

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"INSPIRING DROPOUTS AND THEIR TEACHERS TO CONNECT TO LIFELONG LEARNING PRACTICES." In 4th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003917102460251.

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Koiwanit, Jarotwan, Yonrapach Areerob, Sakkarin Saepoo, and Viachaslau Filimonau. "Sustainable Practices and Environmental Impact Assessment in a Lifelong Learning Center." In The 10th World Congress on New Technologies. Avestia Publishing, 2024. http://dx.doi.org/10.11159/icepr24.109.

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Matsumoto-Royo, Kiomi, and María Soledad Ramírez-Montoya. "Evaluative model of practice-based teacher education (core practices) to enhance metacognition and lifelong learning." In TEEM'19: Technological Ecosystems for Enhancing Multiculturality. ACM, 2019. http://dx.doi.org/10.1145/3362789.3362800.

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Reports on the topic "Lifelong learning practices"

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Nietschke, Yung, Adeola Monty, Anna Dabrowski, et al. Strengthening foundational learning in the ASEAN region: A review of promising practices. Australian Council for Educational Research, 2024. http://dx.doi.org/10.37517/978-1-74286-740-3.

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In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the Unit
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Schlinger, Melissa, Karen VanAusdal, Kimberly Anne Schonert-Reichl, Hyeri Mel Yang, and Sonia Suarez Enciso. How Do Disruptive Innovators Prepare Todays Students To Be Tomorrows Workforce?: Collaborative for Academic, Social, and Emotional Learning (CASEL). Inter-American Development Bank, 2025. https://doi.org/10.18235/0013444.

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Now more than ever, the overall health and well-being of students and educators alike become a global priority for health-care professionals, educators, and families. Socialemotional learning (SEL) competencies are critical for success in college, career, and life. To truly transform our schools and create more equitable outcomes for all students and more satisfying experiences for adults, schools should consider a systemic approach to SEL. This brief introduces the Collaborative for Academic, Social, and Emotional Learning (CASEL) and its work on systemic SEL. The systemic SEL approach emphas
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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inc
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Kalinina, Liudmyla, and Valentyn Rogoza. Results of an online survey of educational institution leaders and teaching staff on examining the content of ukrainian textbooks in natural sciences and mathematics in the context of PISA. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-2021-52.

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The analytical report reveals the current state of practice and prospects for adapting the content of mathematics and natural science education in the context of aligning it with PISA goals. It is based on the results of a survey of teaching staff, which aimed to analyze the content and structure of contemporary textbooks for their correlation with PISA tasks and the achievement of PISA objectives, as well as textbook usage, competence formation, and the evaluation of educational materials’ compliance with international standards. The survey findings enabled the authors to identify the main ch
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Aso-Hernandez, Chioma, Rita Fennelly-Atkinson, Nichole Aguirre, Kate Babineau, and Christina Luke Luna. Pathways Unlocked: A Learner-Centered Toolkit for Usable Learning & Employment Record Technologies. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/247.

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The Pathways Unlocked toolkit is a practical, research-driven resource that helps project teams create credentialing platforms that are equitable, accessible, and learner-centered to support lifelong learning. Drawing on universal design, accessibility standards, and user-centered research methods, the toolkit offers ready-to-use templates, checklists, and case studies that guide teams through every phase of development—from defining inclusive goals and engaging diverse stakeholders to prototyping, testing, and continuous improvement. By embedding user-centered principles early, organizations
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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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Albert, Jose Ramon, Lovelaine Basillote, Jason Alinsunurin, Jana Flor Vizmanos, Mika Muñoz, and Angelo Hernandez. Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done? Philippine Institute for Development Studies, 2023. http://dx.doi.org/10.62986/dp2023.16.

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The Global Goal of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all promotes equality in access to quality learning, supports economic development, improves health outcomes, empowers women and girls, and fosters global citizenship and peace. By reducing inequities in education, both in terms of access and quality, we can help to build a more equitable, prosperous, and sustainable world. This study provides a detailed examination of the progress of the Philippines in achieving Sustainable Development Goal 4 (SDG4) on quality education and
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Bray, Jonathan, Ross Boulanger, Misko Cubrinovski, et al. U.S.—New Zealand— Japan International Workshop, Liquefaction-Induced Ground Movement Effects, University of California, Berkeley, California, 2-4 November 2016. Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, 2017. http://dx.doi.org/10.55461/gzzx9906.

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There is much to learn from the recent New Zealand and Japan earthquakes. These earthquakes produced differing levels of liquefaction-induced ground movements that damaged buildings, bridges, and buried utilities. Along with the often spectacular observations of infrastructure damage, there were many cases where well-built facilities located in areas of liquefaction-induced ground failure were not damaged. Researchers are working on characterizing and learning from these observations of both poor and good performance. The “Liquefaction-Induced Ground Movements Effects” workshop provided an opp
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from eviden
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