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Relevant bibliographies by topics / Lifelong learning system

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Academic literature on the topic 'Lifelong learning system'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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Journal articles on the topic "Lifelong learning system"

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Cakula, Sarma, Kaspars Osis, and Atis Kapenieks. "LIFELONG LEARNING MANAGEMENT SYSTEM IN VIDZEME REGION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2016): 517. http://dx.doi.org/10.17770/sie2016vol2.1416.

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In today’s rapidly changing environment, lifelong learning is becoming an important part of education system. There is no comprehensive strategy or technological support for lifelong learning in the Latvian regions which could upgrade people’s competences and allow them to combine learning with workand family life. It is significant to develop a framework encompassing identification of required competencies, technological support for lifelong learning and make it as part of an ongoing process. The goal of the paper is to create a theoretical framework lifelong learning management technological

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Levin, Henry M. "Financing a System for Lifelong Learning." Education Economics 6, no. 3 (1998): 201–17. http://dx.doi.org/10.1080/09645299800000019.

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Blundell, Barry G. "Ethics & Lifelong Learning." ITNOW 62, no. 4 (2020): 22–23. http://dx.doi.org/10.1093/itnow/bwaa100.

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Abstract Dr Barry G Blundell is a Physicist, Engineer and FBCS. He has recently published a 900 page book with Springer, in which he questions our current direction of travel, not only in relation to a range of digital technologies and techniques but also in connection with aspects of the education system.

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Kim, Juseuk. "Analysis of the Lifelong Learning System according to the Global Lifelong Learning Index (GLLI)*." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 2 (2020): 1–28. http://dx.doi.org/10.22251/jlcci.2020.20.2.1.

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Yang, Byung Chan, So Young Park, Ji Sun Kim, Sun Hee Kang, and Jae Yeon Kim. "A study on the Determinants of lifelong Learning Center Operating System: Focus on Gwangmyeong City Lifelong Learning Center." Korean Society for the Study of Lifelong Education 28, no. 2 (2022): 1–30. http://dx.doi.org/10.52758/kjle.2022.28.2.1.

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This study tries to find out the determinants of the lifelong learning centers operating system. As related policies spread nationwide, the role of lifelong learning centers is growing. Its role is to perform various functions based on the Lifelong Education Act, but it is difficult to establish an appropriate operating system for the Lifelong Learning Center according to the size and situation of each city. Therefore, this study aims to develop the determinant factors so that local governments can determine the operating system of lifelong learning centers in consideration of local conditions

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Kim, Taewan. "Lifelong Learning Architecture of Video Surveillance System." Journal of Multimedia Information System 10, no. 1 (2023): 53–58. http://dx.doi.org/10.33851/jmis.2023.10.1.53.

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Onopriienko, Kateryna, Kornélia Lovciová, Martina Mateášová, Anzhela Kuznyetsova, and Tetiana Vasylieva. "Economic policy to support lifelong learning system development & SDG4 achievement: Bibliometric analysis." Knowledge and Performance Management 7, no. 1 (2023): 15–28. http://dx.doi.org/10.21511/kpm.07(1).2023.02.

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In order to set economic policy goals, it is important to understand the difference between adult education and lifelong learning, and how much research on SDG 4 combines lifelong learning and economic policy. The purpose of the article is to determine the main directions for justifying the lifelong learning system development, including for achieving sustainable development goal 4 (SDG 4). Based on scientific research data from the Scopus database using the VOSviewer software, this article analyzed the theoretical foundations for substantiating the temporal and geographical interrelationships

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Pornpongtechavanich, Phisit, and Panita Wannapiroon. "Intelligent Interactive Learning Platform for Seamless Learning Ecosystem to Enhance Digital Citizenship’s Lifelong Learning." International Journal of Emerging Technologies in Learning (iJET) 16, no. 14 (2021): 232. http://dx.doi.org/10.3991/ijet.v16i14.22675.

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The purpose of this research is to: 1) synthesize documents and international research of intelligent interactive learning platforms for seamless learning ecosystems to enhance citizens’ lifelong digital learning 2) design an intelli-gent interactive learning platform for a seamless learning ecosystem to en-hance citizens’ lifelong digital learning 3) assess the suitability of the intelligent interactive learning platform for seamless learning ecosystem. Ten experts were selected. They had to have had more than five years of relevant experience in the field consisting of expertise in System. A

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Nittel, Dieter. "Das pädagogisch organisierte System des lebenslangen Lernens: Im Spiegel von Lebenswelt und System." Vierteljahrsschrift für wissenschaftliche Pädagogik 98, no. 1 (2022): 73–91. http://dx.doi.org/10.30965/25890581-09703029.

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Abstract The Pedagogically Organized System of Lifelong Learning: In the Mirror of Living Conditions (›Lebenswelt‹) and System The author examines the question of how professionally organized learning units can be described on an abstract-analytic level. In doing so, he turns away from concepts based on the existence of an educational system. Instead, he initially refers to the distinction between informal, non-formal and formal learning, he combines this scheme with theories of Jürgen Habermas and, eventually, develops a classification system tailored to the pedagogically organized system of

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Benavides-Prado, Diana, Yun Sing Koh, and Patricia Riddle. "Towards Knowledgeable Supervised Lifelong Learning Systems." Journal of Artificial Intelligence Research 68 (May 8, 2020): 159–224. http://dx.doi.org/10.1613/jair.1.11432.

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Learning a sequence of tasks is a long-standing challenge in machine learning. This setting applies to learning systems that observe examples of a range of tasks at different points in time. A learning system should become more knowledgeable as more related tasks are learned. Although the problem of learning sequentially was acknowledged for the first time decades ago, the research in this area has been rather limited. Research in transfer learning, multitask learning, metalearning and deep learning has studied some challenges of these kinds of systems. Recent research in lifelong machine lear

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Dissertations / Theses on the topic "Lifelong learning system"

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Vavoula, Giasemi. "KLeOS : a knowledge and learning system in support of lifelong learning." Thesis, University of Birmingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402432.

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GOTO, Masato. "Development of Directory Web Search System and Learning Environment for Senior Citizens in Local Lifelong Learning." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10389.

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Axiaq, Joseph. "Sixth forms in Malta : a critical exploration of students' perceptions of the learning system vis-aÌ€-vis lifelong learning." Thesis, University of Sheffield, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414624.

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Carroll, James Lamond. "Task Localization, Similarity, and Transfer; Towards a Reinforcement Learning Task Library System." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd901.pdf.

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Wong, Kai Shung. "A critical review of the proposals for reform of the education system in Hong Kong with particular reference to curriculum integration and lifelong learning." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/1286/.

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This thesis analyses proposals for reform of the education system in Hong Kong (the Policy). Using textual analysis, the thesis has identified two paradoxical lines of reform. The first and central line identifies the priority of the education reform. It emphasises the inner qualities of a person that intrinsically motivate lifelong learning. The Policy envisages that students will construct their personal knowledge through integrated learning experiences that make use of problems and issues in daily life and in the workplace. However, although the resulting educational change would be a parad

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Veron, Mathilde. "Systèmes de dialogue apprenant tout au long de leur vie : de l'élaboration à l'évaluation." Electronic Thesis or Diss., université Paris-Saclay, 2022. http://www.theses.fr/2022UPASG089.

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Les systèmes de dialogue orientés tâche, plus communément appelés chatbots, ont pour but de réaliser des tâches et de fournir des informations à la demande d’un utilisateur dans le cadre d’une conversation et d’un domaine précis (e.g. réservation d’un billet de train). Ces systèmes ont été largement adoptés par de nombreuses entreprises. Cependant, ils souffrent en pratique de certaines limitations : (1) ils sont dépendants des données d’entraînement nécessaires afin d’obtenir un système performant, (2) ils manquent de flexibilité et sont peu performants dès que le cas de figure rencontré en p

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Arunachallam, Sathasivan. "The development of a model for continuing professional development for professional nurses in South Africa." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2377.

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Philosophiae Doctor - PhD<br>Comparative analysis of the CPD systems internationally and nationally revealed that CPD is mandatory for some whilst for other countries it is compulsory, but not mandatory for licensing purposes. Licensing occurs on a yearly basis, but CPD recognition is accredited over a time period with expiry deadlines and minimum requirements. A portfolio was a common method of recording and proof of evidence for CPD, and a continuous theme was that CPD is needed to ensure competency. The Nursing Act 33 of 2005 makes provision for CPD for nurses but to date the South African

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Freytag, Alexander [Verfasser]. "Lifelong Learning for Visual Recognition Systems / Alexander Freytag." München : Verlag Dr. Hut, 2017. http://d-nb.info/1126297100/34.

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LEONE, SABRINA. "Characterization of a personal learning environment as a lifelong learning tool." Doctoral thesis, Università Politecnica delle Marche, 2012. http://hdl.handle.net/11566/242047.

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Negli ultimi anni, crescente attenzione è stata posta al Personal Learning Environment (PLE) come sistema efficace per i lifelong learners e al bisogno di integrazione di apprendimento formale ed informale. La presenza sul web di una gamma sempre più ampia di applicazioni open source e gratuite per l’apprendimento offre ai lifelong learners potenti strumenti per costruire e ca- ratterizzare i propri PLE. Da un punto di vista tecnologico, questo cambiamento di prospettiva si manifesta in un web per l’apprendimento in cui l’informazione è distribuita in siti diversi. Tut- tavia, il knowledge m

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Pivoňková, Kateřina. "Projekt jednotné vzdělávací soustavy pro znaleckou činnost." Doctoral thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2017. http://www.nusl.cz/ntk/nusl-263396.

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Particular parts of the project 'Uniform Education System for Expert Activities' are listed and described in this dissertation. Legal approaches to the issue of expert activities in selected European countries were mapped on the basis of researches. The fact that the current legal regulation of expert activities in the Czech Republic does not include the obligation of the lifelong learning of experts, does not specify the ways and forms of verifying of qualification requirements before appointing to the office, and also does not provide for the further educating after the registering on the li

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Books on the topic "Lifelong learning system"

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United States. Office of Vocational and Adult Education. and United States. Office of Special Education and Rehabilitative Services., eds. Building effective program linkages: To establish a coordinated system of lifelong learning for adults with disabilities. Offices of Vocational and Adult Education and Special Education and Rehabilitative Services, 1991.

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United States. Office of Vocational and Adult Education and United States. Office of Special Education and Rehabilitative Services, eds. Building effective program linkages: To establish a coordinated system of lifelong learning for adults with disabilities. Offices of Vocational and Adult Education and Special Education and Rehabilitative Services, 1991.

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Mantelli, Alessandro. E-learning sostenibile per la didattica del giapponese Progettare per l’apprendimento autonomo. Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-554-4.

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With the Lisbon 2000 Strategy, the focus of education systems has shifted from contents to competencies and due to the constant update of new technologies, education has to be considered as a lifelong process. In this context, online technologies play an increasingly crucial role. While research on learning software has mainly focused on the contents and digital medium in teaching, this study examines aspects of the digital artifacts that have been rarely investigated but are fundamental to increase the learner’s motivation, including system, interface, navigation, and graphics. Specifically,

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Mazumder, Sahisnu, and Bing Liu. Lifelong and Continual Learning Dialogue Systems. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-48189-5.

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1947-, Coles Mike, Werquin Patrick, Organisation for Economic Co-operation and Development., and SourceOECD (Online service), eds. Qualifications systems: Bridges to lifelong learning. OECD, 2007.

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Llamas-Nistal, Martín. Computers and Education: Towards a Lifelong Learning Society. Springer Netherlands, 2003.

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Finke, Wolfgang F. Lifelong learning in the information age: Organizing net-based learning and teaching systems. Fachbibliotak Verlag, 2000.

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Dryden, Gordon. The learning revolution: A lifelong learning programme for the world's finest computer : your amazing brain. Profile Books, 1993.

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United States. Congress. House. Committee on Education and Labor (2007). Subcommittee on Higher Education, Lifelong Learning, and Competitiveness. The Workforce Investment Act: Ideas to improve the workforce development system : hearing before the Subcommittee on Higher Education, Lifelong Learning, and Competitiveness, Committee on Education and Labor, U.S. House of Representatives, One Hundred Tenth Congress, first session, hearing held in Washington, DC, July 26, 2007. U.S. G.P.O., 2008.

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Federighi, Paolo, and Francesca Torlone, eds. SMOC-Soft Open Method of Coordination from Prevalet. Firenze University Press, 2011. http://dx.doi.org/10.36253/978-88-6453-246-2.

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Seven European Regional Governments, together with Earlall and universities and research centres, have undertaken to refine a first draft of a Joint Progress Report of Regions on Implementation of European Lifelong Learning Strategies in the perspective of the Europe 2020 Strategy. The purpose of this exercise is to demonstrate the usefulness and need to make an instrument available to European Regional Governments that helps to understand and evaluate the educational conditions of the regional population when compared with other regions. The Report shows how, over the decade, all the Regional

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Book chapters on the topic "Lifelong learning system"

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Brink, Satya. "Lifelong Learning System." In International Perspectives on Aging. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-35335-2_8.

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Azevedo, Otávio, Felipe de Morais, and Patricia A. Jaques. "Exploring Gamification to Prevent Gaming the System and Help Refusal in Tutoring Systems." In Lifelong Technology-Enhanced Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_18.

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Qinhua, Zheng, Ma Dongming, Nian Zhiying, and Xie Hao. "Building a Service System of Lifelong Learning based on Lifelong Learning Competency." In Adult Competencies for Lifelong Learning. River Publishers, 2022. http://dx.doi.org/10.1201/9781003336976-6.

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Pisani, Federico, and Gabriella Cataldi. "Workers' training in the virtual environment and the first initiatives in the Italian legal system." In Employment, Training and Lifelong Learning. Routledge, 2025. https://doi.org/10.4324/9781003591948-12.

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Zuber-Skerritt, Ortrun, and Richard Teare. "Reflections and Insights on the Gull System Through Video Technology." In Lifelong Action Learning for Community Development. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-389-8_6.

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Smith, Phillip, Aldeida Aleti, Asad I. Khan, Vincent C. S. Lee, and Robert Hunjet. "Introducing Lifelong Learning in Swarm Robotics." In Thinking Swarms. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-82790-7_14.

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Abstract This chapter presents the first known attempt to enable a lifelong machine learning system for adaptive emergent behaviours in swarming agents. The proposed system builds on our decentralised swarm behaviour selector, R-HGN, and uses post-operation simulations to improve behaviour selection and expand the swarm’s behaviour repertoire. Via simulation, we demonstrate that this lifelong learning swarm is able to learn from past experiences, emulating hindsight, and use the collective findings of all swarm members to improve the swarm as a whole, emulating an adaptive culture. The learnin

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Van Labeke, Nicolas, George D. Magoulas, and Alexandra Poulovassilis. "Searching for “People Like Me” in a Lifelong Learning System." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04636-0_12.

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Maruyama, Hideki. "Boundaries and dimensions of NFE with strong formal school system in Japan." In Cross-Bordering Dynamics in Education and Lifelong Learning. Routledge, 2019. http://dx.doi.org/10.4324/9780429276460-2.

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Papier, Joy, and Seamus Needham. "Higher Level Vocational Education in South Africa: Dilemmas of a Differentiated System." In Palgrave Studies in Adult Education and Lifelong Learning. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84502-5_5.

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Boeren, Ellen, Sofie Cabus, and Alan Mackie. "Participation in Adult Learning: System Characteristics and Individuals’ Experiences." In Lifelong Learning, Young Adults and the Challenges of Disadvantage in Europe. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-14109-6_4.

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AbstractResearch on participation and inequality in adult education and training shows ‘system characteristics’ play a key role in restricting access to young adults with low levels of education. This chapter focuses on what advantages an inclusive policy on lifelong learning has for society as a whole. Structural barriers mean that an opportunity (or desire) to participate is not equally distributed, yet some low-educated adults do participate. From them we can learn how barriers can be lowered. Initiatives under the EU’s Youth Guarantee and Upskilling Pathway programmes are analysed across n

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Conference papers on the topic "Lifelong learning system"

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Hiraoka, Naoshi, Chikako Nagaoka, and Michiaki Omura. "DIRECTION FOR IMPROVING A PORTFOLIO SYSTEM FOCUSED ON THE READINGS AND EXPERIENCES FOR LIFELONG LEARNING." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2226.

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Dey, Shawon, and Hao Xu. "Adaptive Lifelong Safe Learning based Intelligent Tracking Control for Nonlinear System under Unstructured Environment with Non-stationary Tasks." In NAECON 2024 - IEEE National Aerospace and Electronics Conference. IEEE, 2024. http://dx.doi.org/10.1109/naecon61878.2024.10670653.

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Wahid, Usman, Mohamed Amine Chatti, Uzair Anwar, and Ulrik Schroeder. "A Multi-dimensional Peer Assessment System." In Special Session on Lifelong Learning. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006390006830694.

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Kardan, Ahmad A., and Omid R. B. Speily. "Smart Lifelong Learning System Based on Q-Learning." In 2010 Seventh International Conference on Information Technology: New Generations. IEEE, 2010. http://dx.doi.org/10.1109/itng.2010.140.

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Depesova, Jana, and Patrik Janíček. "LIFELONG LEARNING SYSTEM IN PROFESSIONAL TECHNICAL PRACTICE." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.2157.

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Jin, Li, Wei Huang, and Zhigang Wen. "Developing a technoself system to improve lifelong learning engagement." In 2015 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2015. http://dx.doi.org/10.1109/tale.2015.7386024.

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Bayram, Baris, and Gokhan Ince. "Lifelong Learning of Acoustic Events for Robot Audition." In 2023 IEEE/SICE International Symposium on System Integration (SII). IEEE, 2023. http://dx.doi.org/10.1109/sii55687.2023.10039086.

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Babanskaya, Olesya, Galina Mozhaeva, and Ulyana Zakharova. "INTEGRATING MOOCS INTO THE SYSTEM OF LIFELONG LEARNING: TSU EXPERIENCE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.2054.

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Liu, Baobin, and Wei Zhou. "A lifelong learning system based on school-enterprise cooperation." In 2017 12th International Conference on Computer Science and Education (ICCSE). IEEE, 2017. http://dx.doi.org/10.1109/iccse.2017.8085581.

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Karkina, Svetlana. "LIFELONG LEARNING OF ARTS TEACHER IN THE TRAINING SYSTEM." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.046.

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Reports on the topic "Lifelong learning system"

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Pember, Susan, Helen Tilley, Jack Price, and Larissa Peixoto Gomes. Supporting the Welsh Lifelong Learning System. Wales Centre for Public Policy - Cardiff University, 2021. http://dx.doi.org/10.54454/20211216.

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To assist the Welsh Government in balancing the productivity-related objectives with the societal objectives of lifelong learning, the Wales Centre for Public Policy was asked to conduct an evidence review into lifelong learning. This review aims to inform policy discussions and support the implementation of the Tertiary Education and Research (Wales) Bill published on 1st November 2021 which renews the emphasis on lifelong learning in Wales through the establishment of the Commission for Tertiary Education and Research (CTER). The report is structured around key areas of lifelong learning: th

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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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Abdula, Andrii I., Halyna A. Baluta, Nadiia P. Kozachenko, and Darja A. Kassim. Peculiarities of using of the Moodle test tools in philosophy teaching. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3867.

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The paper considers the role of philosophy and philosophical disciplines as the means of forming general cultural competences, in particular, in the development of critical thinking. The article emphasizes that the process of forming over-subject and soft skills, which, as a rule, include also critical thinking, gets much more complicated under the conditions of the reduction in the volume of philosophical courses. The paper grounds that one of the ways to “return” philosophy to educational programmes can be the implementation of training, using the e-learning environment, especially Moodle. I

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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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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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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria rev

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Motel-Klingebiel, Andreas, and Gerhard Naegele. Exclusion and inequality in late working life in the political context of the EU. Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/9789179293215.

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European societies need to increase the participation in work over the life course to support the provision of qualified labour and to meet the challenges for social security systems under the condition of their ageing populations. One of the key ambitions is to extend people’s working lives and to postpone labour market exit and retirement where possible. This requires informed policies, and the research programme EIWO – ‘Exclusion and Inequality in Late Working Life: Evidence for Policy Innovation towards Inclusive Extended Work and Sustainable Working Conditions in Sweden and Europe’ – aims

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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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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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