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Journal articles on the topic 'Lifelong learning system'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

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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Han, Soonghee, and KunJung Choi. "A Posthumanist Approach, Learning Systems as Assemblage, and Post-Lifelong Discourse." Korean Society for the Study of Lifelong Education 29, no. 3 (2023): 1–42. http://dx.doi.org/10.52758/kjle.2023.29.3.1.

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Lifelong learning research is continuously influenced by new scientific trends. The posthumanist approach that has recently moved into the mainstream is also increasingly influencing the understanding of lifelong learning. The posthumanist approach's 'more-than-human' perspective aligns with the attempt to understand human learning from an object-oriented and flat ontological standpoint. Posthumanism redefines ontology, offering a different perspective from the previous anthropocentric worldview, that is, the modernist worldview. In this transitional phase, we aim to address three meaningful q

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Wang, Victor X., Marianne Robin Russo, and Susan Dennett. "Electronic Education and Lifelong Learning." International Journal of Adult Vocational Education and Technology 4, no. 1 (2013): 46–60. http://dx.doi.org/10.4018/javet.2013010104.

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Due to de-institutionalization and open system, it is inappropriate to equate education with youth education. In the new century, education has been delivered electronically to accommodate lifelong learning. It has become a reality that the four walled classrooms have been used to complement and supplement E-learning. No need to argue that electronic education has become the norm for most universities and organizations including governmental agencies. For any providers of education to remain highly competitive, they must engage in electronic education by “breaking down” the four walls of the t

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Bork, Alfred. "A new lifelong learning system for the world." International Journal of Continuing Engineering Education and Lifelong Learning 14, no. 1/2 (2004): 46. http://dx.doi.org/10.1504/ijceell.2004.004573.

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Chaika, Inna P., and Oleksandr V. Khursa. "Improvement of the National System of Lifelong Learning." Business Inform 9, no. 548 (2023): 123–29. http://dx.doi.org/10.32983/2222-4459-2023-9-123-129.

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The aim of the article is to update the current state of the national lifelong education system and to formulate proposals for its improvement through the wide involvement of higher education institutions (HEIs) in this process. On the basis of the analysis, systematization and generalization of official documents that in recent years regulate the sphere of lifelong education in Ukraine, also the plans on the part of the national state-based structures for the further development of the direction of «Adult Education», the main problem areas, the current state and vectors of development of this

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Ferguson, Richard L. "Workforce Improvement and Lifelong Learning." Industry and Higher Education 9, no. 4 (1995): 241–47. http://dx.doi.org/10.1177/095042229500900407.

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The author stresses the importance to the future of the US workforce of the recognition that the traditional notion of education (‘that education and adult life, especially work, are consecutive rather than concurrent’) is inappropriate to contemporary workforce preparation and skills needs. He contrasts the characteristics of the traditional paradigm with those which need to be adopted in a new model of the relationship between education and work. Against this background, Dr Ferguson describes the development and application of the Work Keys System which aims to provide a common language for

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Wang, Xuesong, and Weixuan Hu. "Study on Institutional Mechanisms for Lifelong Learning in Vocational Education." Economic Society and Humanities 1, no. 11 (2024): 88–94. https://doi.org/10.62381/e244b12.

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The concept of lifelong learning and its educational practices have been widely disseminated and accepted in the international community. China has also established the goal of building a lifelong learning education system for all citizens, but its institutional pathways still need to be clarified, and its practical implementation requires further expansion and improvement. Based on the analytical framework of neo-institutional sociology, a comparative analysis of the construction of lifelong education systems in major countries around the world can provide certain insights. Research findings

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Burov, Oleksandr Yu. "INDIVIDUAL ABILITIES AND LIFELONG LEARNING." Information Technologies and Learning Tools 55, no. 5 (2016): 1. http://dx.doi.org/10.33407/itlt.v55i5.1487.

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This paper describes new and emerging technologies in education, learning environments and methods that have to satisfy lifelong learning, from school age to retirement, on the basis of the psychophysiological model of the cognitive abilities formation. It covers such topics as: evaluation of a human (accounting schoolchildren, youth and adults features) abilities and individual propensities, individual trajectory of learning, adaptive learning strategy and design, recommendation on curriculum design, day-to-day support for individual’s learning, assessment of a human learning environment and

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Peng, Qiaoxia. "Lifelong Learning System in the age of Artificial Intelligence: Change, Opportunity and Reconstruction." Journal of Electrical Systems 20, no. 2 (2024): 1085–91. http://dx.doi.org/10.52783/jes.1294.

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Artificial Intelligence advances the offline and online education, digital education and virtual education, eventually all the way to lifelong education with online, digital and virtual Characteristics. In the era of “Artificial Intelligence” (AI), computer technology, Internet technology, big data technology, and cloud computing technology have been widely used in all life and work, making the information dissemination space broader and faster. Information Space provides a platform for new knowledge acquisition and learning for education. The lifelong learning system for the whole population

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Jaydip Chandrakant, Mehta. "Life Long Learning System Plays an Important Role in Leading Corporate World." International Journal of Advance Research and Innovation 1, no. 3 (2013): 124–39. http://dx.doi.org/10.51976/ijari.131317.

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In the past several decades, we have witnessed unprecedented social and technological change that has had profound implications for the nature of work. Such acceleration of change necessitates flexibility, the ability and ambition to continuously learn, and a willingness to experiment and take risks. In response, many national governments and industry leaders have emphasized the virtues of facilitating lifelong learning at work. Indeed, facilitating lifelong learning has been touted as a solution to remaining competitive. However, lifelong learning is only a concept. For it to be practical, it

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Muralivallabhan, T. V. "The Indian Holistic Vision of Lifelong Learning." National Security 6, no. 3 (2023): 235–51. http://dx.doi.org/10.32381/ns.2023.06.03.1.

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The universal principles and practice of any branch of knowledge carries the stamp of the place and time of its origin. Ancient India is the mother of many branches of knowledge. Even the social system that existed here was helpful in attaining information, knowledge, wisdom and enlightenment. The four stages of life and four levels of education were cordially connected to frame a sustainable social system. The Apara Vidya and the Para Vidya that existed in India were holistic and multi-disciplinary in nature. All the problems that have cropped up in the modern period of science and technology

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Stavljenic-Rukavina, Ana, and Elizabeta Topic. "Lifelong Education: Global Approach." Donald School Journal of Ultrasound in Obstetrics and Gynecology 7, no. 3 (2013): 296–300. http://dx.doi.org/10.5005/jp-journals-10009-1297.

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ABSTRACT Lifelong learning became the most important issue in new strategies of education in global world. In health services education is focused on bringing fast new technological development into clinical practice assuring patient's safety. To make lifelong learning in health care professions a reality, education and training systems should make a stronger effort toward really open, flexible and transparent education. This requires co-operation between European, national and regional/ local levels, but it also calls for quality assurance systems to strengthen their co-operation on these obj

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Dr., E. Ramesh Babu. "LIFELONG LEARNING: MEANS OF REALITY." International Journal of Multidisciplinary Research and Modern Education 3, no. 2 (2018): 140–41. https://doi.org/10.5281/zenodo.1146668.

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Realism in lifelong learning depends upon the way it renders to the needy through the aid of technology. This has been a virtual foundation in making education system in an efficient and cost conscious learning way. Education is merely delivery of knowledge, skills and information to students. Lifelong learning and University continuing education are broad idea-areas in equipping and enriching students with quality education. Undertaking all learning activities of both formal and non-formal learning throughout life of human beings with motto to enhance knowledge, skill and competency with soci

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Zhu, Yang, HongCheng Liu, and Wenxia Ding. "Research on the Construction of Core System of Credit Bank in Vocational Education." Advances in Education, Humanities and Social Science Research 4, no. 1 (2023): 223. http://dx.doi.org/10.56028/aehssr.4.1.223.2023.

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Lifelong education and lifelong learning are increasingly implemented all over the world. The reform and development of education system and training mode are facing new opportunities and challenges. Based on the concept of lifelong education, we must establish the core system of credit bank as soon as possible so as to achieve the orderly operation of the credit certification, conversion, accumulation and exchange process of vocational education. Only in this way can we gradually establish an effective credit bank for vocational education, and achieve the vocational education goal of attracti

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Abdalina, Larisa, Elena Bulatova, Snezhana Gosteva, Ludmila Kunakovskaya, and Olesya Frolova. "Professional development of teachers in the context of the lifelong learning model: The role of modern technologies." World Journal on Educational Technology: Current Issues 14, no. 1 (2022): 117–34. http://dx.doi.org/10.18844/wjet.v14i1.6643.

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The relevance of this research is due to the need to study the possibilities of lifelong learning in modern educational settings. Its central aim was to consider the influence of modern technologies on the level of professionalism of teachers in the process of lifelong learning. For this, a specially developed model aimed at increasing student motivation was introduced, and corresponding pre- and post-surveys were conducted. The results of the experiment showed an increase in the demand for lifelong learning in the modern learning environment and the active use of modern technologies. In the m

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Rakicevik, Gabriela, Sofronija Miladinoski, and Jagoda Strezoska. "LIFELONG LEARNING IN RESTAURANT BUSINESS." Tourism and hospitality management 14, no. 1 (2007): 105–14. http://dx.doi.org/10.20867/thm.14.1.9.

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Lifelong learning is the reality in all successful service industries. In the field of the hotel and tourism industry, it is very important to implement this concept. That will assure to achieve high level of quality - to be competitive on the market, and as feedback to get a big number of satisfied guests. There are different issues to discuss for the concept of lifelong learning. One of the most important thing is the need and interest for permanent education from both sides: employee and employer. The other issue is: according to law who is competent to organize and offer different forms of

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Kim, Insook. "Competency of Adult Learners at Lifelong Education System of University." Korea Association of Education Consulting and Coaching 6, no. 2 (2022): 5–26. http://dx.doi.org/10.31137/ecc.2021.6.2.5.

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The purpose of this study was to explore support strategies according to extra-curricular program with needs analysis of adult learners in the lifelong education system participating in the lifelong education system support project of university. To this end, a survey was conducted for demand analysis, and the results of analyzing the collected data through the t-test and the The Focus for Focus model are as follows. First, among all adult learners, the priority of comparative and support competencies was in the order of life competency, basic learning competency, convergence, and start-up com

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Dichaba, Mpho M. "Lifelong Learning in the Age of Data: Opportunities and Policy Impact." Journal of Intellectual Disability - Diagnosis and Treatment 9, no. 1 (2021): 64–70. http://dx.doi.org/10.6000/2292-2598.2021.09.01.8.

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Lifelong learning as a concept and academic field of study is growing, particularly in developing countries. In South Africa, lifelong learning means to respond to socio-economic and political challenges through continuous learning. The capacity buildings at adulthood in developing countries require proper policy management and implementation. This article provides insights into the conceptual understanding of lifelong learning from a policy angle and argued for data transformation in education for South Africa to achieve sustainable development. Thus, the analysis includes unravelling the mea

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Kim, Juseuk. "Assessment and Evaluation of National Lifelong Learning System Competitiveness." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 1 (2022): 69–85. http://dx.doi.org/10.22251/jlcci.2022.22.1.69.

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YOSHIDA, Yoshinori. "Miscellaneous Thoughts on Continuing Education in Lifelong Learning System." Journal of Jsee 35, no. 1 (1987): 62–64. http://dx.doi.org/10.4307/jsee1953.35.62.

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Jo, Sunok. "Policy Making Process of Lifelong Education Policy: A Case of Lifelong Education Voucher." Korean Association of Governance Studies 33, no. 4 (2023): 125–59. http://dx.doi.org/10.26847/mspa.2023.33.4.125.

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This study provides an academic analysis of the development of the Lifelong Education Voucher policy, employing Kingdon's Multiple Streams Framework(MSF). Problems include indicators of lifelong learning participation rates and adult competencies, and the limitations of lifelong learning policies to address existing gaps in lifelong learning participation. Additionally, the political stream scrutinized the influence of the social environment, regime transitions, and the initiatives of lifelong learning organizations in revising lifelong learning legislation and enhancing the overall system. La

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Elkachradi, Rachid, Ikram Boudallaa, Mohcine Hillali, and Abdillah Kadouri. "Lifelong learning among healthcare professionals in public hospitals: Historical analysis and multiple case studies in Morocco." E3S Web of Conferences 412 (2023): 01078. http://dx.doi.org/10.1051/e3sconf/202341201078.

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The Moroccan public hospital is crucial in providing healthcare, and its mission is to improve the population’s health. It is currently in a conclusive phase, given its decisive role in the success of the ambitious overhaul. In this sense, human resources are a crucial foundation, as they guarantee quality and safety of care. Indeed, the continuous upgrading of skills is a real challenge for healthcare workers, among other things, because their practice must meet the evolving requirements of the health system and be in line with the population’s specific needs. Lifelong learning for healthcare

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Lashuk, Nataliia, and Lidiia Hrechok. "ABOUT THE ISSUE OF FOREIGN LANGUAGE TRAINING IN THE SYSTEM OF LIFELONG LEARNING." Educological discourse 33, no. 2 (2021): 91–104. http://dx.doi.org/10.28925/2312-5829.2021.2.7.

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The current paper attempts to examine the issues of lifelong education. According to UNESCO documents the notion of lifelong education is defined. The advantages of lifelong learning are highlighted. The lifelong educational system should meet the needs of society, as well as take into account the positive approaches and experience of the development of the world and domestic educational systems. The paper mentions the difficulties of adult lifelong learning as lack of time or lack of conditions for safe relevant learning environment, limitation of learning by specific goals and objectives, us

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Chansamut, Artaphon. "Supply Chain Information Operation Model for Lifelong Learning in the National Credit Bank Format." International Journal of Supply Chain Management 12, no. 2 (2023): 72–75. http://dx.doi.org/10.59160/ijscm.v12i2.6115.

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The objectives of this research to develop supply chain information operation model for lifelong learning in the national credit bank format and to evaluate the model The sample groups were ten experts in supply chain. The research tool was evaluation form to evaluate supply chain information operation model for lifelong learning in the national credit bank format comprises five main components, namely Suppliers, Manufacturer, education customers and The data analysed by using arithmetic mean and standard deviation The overall evaluation result about supply chain information operation model fo

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Riemer, Matthew, Tim Klinger, Djallel Bouneffouf, and Michele Franceschini. "Scalable Recollections for Continual Lifelong Learning." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 1352–59. http://dx.doi.org/10.1609/aaai.v33i01.33011352.

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Given the recent success of Deep Learning applied to a variety of single tasks, it is natural to consider more human-realistic settings. Perhaps the most difficult of these settings is that of continual lifelong learning, where the model must learn online over a continuous stream of non-stationary data. A successful continual lifelong learning system must have three key capabilities: it must learn and adapt over time, it must not forget what it has learned, and it must be efficient in both training time and memory. Recent techniques have focused their efforts primarily on the first two capabil

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Agnantis, Konstantinos, Anastasios Alexiadis, and Ioannis Refanidis. "COURSR2: An Integrated Time Management System for Lifelong Learners." International Journal on Artificial Intelligence Tools 25, no. 06 (2016): 1650029. http://dx.doi.org/10.1142/s0218213016500299.

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This article presents COURSR2, an intelligent system aiming at managing the personal time of lifelong learners in an integrated way. Lifelong learners usually try to combine learning with their professional and family duties. Taking in advance informative decisions about whether they have the necessary time resources to devote to a learning object is crucial, both for psychological and for financial reasons. COURSR2 encompasses information for all temporal aspects of a learning object. For example, a course may have lectures, with cardinality constraints over attending them, labs, mid-term exa

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Paskaleva, Krassimira, and Maurizio Megliola. "Unlocking Lifelong Learning Through E-Heritage." International Journal of Mobile and Blended Learning 2, no. 1 (2010): 22–39. http://dx.doi.org/10.4018/jmbl.2010010102.

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Lifelong learning is often associated with the sociology and the economics of education. However, its broader and more holistic context, which includes learning through involvement in cultural activities, tourism, leisure, and recreation, is much less known. The relationship of this term to the rapidly changing world of Information and Communication Technologies and to various conceptions of interaction is also worthy of further investigation. This article seeks to shed light on that theme by presenting a novel IT platform involving mobile technologies that can enhance access and consumption o

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Lin, Yufan, Jianming Lin, and Binli Xu. "Innovation and Practice of Integrated Public Service System for Digitally Enabled Lifelong Learning for All People." Global Journal of Educational Studies 10, no. 2 (2024): 1. http://dx.doi.org/10.5296/gjes.v10i2.22286.

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Lifelong learning for all has gradually become a norm in developing education policies in various countries. Innovation and Practice of Integrated Public Service System for Digitally Enabled Lifelong Learning for All People attempts to analyze and address the issues above from the data continuous development and improvement perspective. These issues include Unequal distribution of resources, Rapid technological upgrading, Lack of appropriate platforms, and An urgent need for personalized learning, Data security and privacy. China has made some progress in promoting the construction of a digita

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Han, Soonghee. "Academic achievements in the field of lifelong education in Korea and the contributions to school-based education theories in general (2000-2023)." Korean Society for the Study of Lifelong Education 29, no. 4 (2023): 1–47. http://dx.doi.org/10.52758/kjle.2023.29.4.1.

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The purpose of this article is to mark the 70th anniversary of the Korean Society of Education and to reveal what kinds of academic and theoretical contribution that the field of lifelong education has made to the overall educational sciences in general. In particular, what this study focuses on is exploring what the lifelong education theories have been constructed and how they gave impact on the dominant school-centered mainstream educational theories. Among many, this article investigates how lifelong education as theory has transformed the theoretical landscape of school-centered ontologie

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Vijila, .C.B. "The Effectiveness of the Learning Management System in Higher Education." Shanlax International Journal of Arts, Science and Humanities 10, S1 (2022): 46–48. https://doi.org/10.5281/zenodo.7323096.

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The educational developments, the rise of the wise culture, social shifts and globalization,  have affected higher education at a wider stage, culminating in the evolution of the teaching  learning methods including immersive learning, quality improvement and quality assurance.  Learning Management Method has now been applied to public establishments and businesses  over two decades as part of a broad variety of ICT methods. The summary of this paper  demonstrates the role of LMS in teaching and learning pedagogy, connectivity and accessibility.  Higher education

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Shim, Mija, and Chaejeong Kim. "Analysis and Implications of Trends in Lifelong Education Policies at Home and Abroad after COVID-19." Korean Society of Culture and Convergence 44, no. 12 (2022): 909–22. http://dx.doi.org/10.33645/cnc.2022.12.44.12.909.

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The purpose of this study is to examine the overall trend of lifelong education after COVID-19 and major policies for lifelong education at home and abroad. we analyzed the cases of core policies and changes in lifelong education in Germany, the United States, the United Kingdom, and Japan. And the purpose of lifelong education in Korea and changes in the COVID situation were analyzed. Based on the research results, some suggestions for revitalizing lifelong education are as follows. First, it is inevitable to establish an online education system and infrastructure to support quality lifelong

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Куприна, Н. К., Р. О. Кучубин, and М. А. Афанасьев. "INTERIORIZATION OF VALUES OF LIFELONG LEARNING BY OLDER PEOPLE IN THE ADYGHEA REPUBLIC." Вестник Адыгейского государственного университета, серия «Педагогика и психология», no. 2(298) (September 27, 2022): 24–29. http://dx.doi.org/10.53598/2410-3004-2022-2-298-24-29.

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Определяется уровень интериоризации ценностей непрерывного образования (lifelong learning) лицами старшего возраста на территории Республики Адыгея. Потребность в непрерывной системе образования обусловлена прогрессом науки и техники, широким применением инновационных технологий во всех сферах деятельности, поэтому является общемировым трендом. Учеба на протяжении всей жизни и интериоризация (понимание, принятие и реализация ценности) непрерывного образования лицами старшего возраста обеспечивает адаптацию собственной трудовой деятельности и активности к динамично изменяющимся требованиям жизн

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Håkansson Lindqvist, Marcia, Peter Mozelius, Jimmy Jaldemark, and Martha Cleveland-Innes. "A Literature Review of Higher Education Reform and Lifelong Learning in a Digital Era." EDEN Conference Proceedings, no. 1 (October 21, 2020): 189–97. http://dx.doi.org/10.38069/edenconf-2020-rw-0021.

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Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published li

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Omerzel, Doris Gomezelj, Nada Trunk Širca, Arthur Shapiro, Mateja Brejc, and Steve Permuth. "Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences." International Journal of Educational Reform 17, no. 4 (2008): 375–98. http://dx.doi.org/10.1177/105678790801700404.

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This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educato

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Burlakova, Irina, Anastasiya Budnik, and Elizaveta S.Burlakova. "Organization of Lifelong Learning in the System of Professional Training of Teachers." ARPHA Proceedings 1 (November 5, 2019): 57–67. https://doi.org/10.3897/ap.1.e0051.

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The relevance of the present issue is caused by the need for carrying out lifelong learning of teachers as an essential condition of their professional development. The aim of the article is to prove the necessity of integrating formal and informal professional and optional development of educators. The main methods of the research are analysis and synthesis of the data obtained. The authors hold an analysis of the lifelong learning development in the EU countries and in Russia, which can be formal and informal. The latest represents an entirely new phenomenon in the social and educational pra

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Kalinina, Anna Ilinichna. "Distance learning as a part of life-long learning system and the role of self-education in distance learning." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2014): 100–105. http://dx.doi.org/10.51314/2073-2635-2014-1-100-105.

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The article represents the specific features of distance learning in terms of the lifelong learning system and suggests the arguments in favour of shaping the self-education skills as the key to effective implementation of the distance learning.

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Qian, Yufeng. "Exploration of machine algorithms based on deep learning model and feature extraction." Mathematical Biosciences and Engineering 18, no. 6 (2021): 7602–18. http://dx.doi.org/10.3934/mbe.2021376.

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<abstract> <p>The study expects to solve the problems of insufficient labeling, high input dimension, and inconsistent task input distribution in traditional lifelong machine learning. A new deep learning model is proposed by combining feature representation with a deep learning algorithm. First, based on the theoretical basis of the deep learning model and feature extraction. The study analyzes several representative machine learning algorithms, and compares the performance of the optimized deep learning model with other algorithms in a practical application. By explaining the mac

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Myroni, Victoria, and Andreas Pombortsis. "Networked Libraries Promoting Lifelong Learning." Proceedings of the International Conference on Networked Learning 6 (May 5, 2008): 278–84. http://dx.doi.org/10.54337/nlc.v6.9324.

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Lifelong Learning may be provided by schools, institutions, professional bodies, private learning companies, community projects or training departments within businesses. Not only will learners be able to match the availability of courses with their requirements, but record their achievements, perhaps building an online portfolio of their experience. To achieve this, many different organisations with varying methods of storing learner details will have to interact with one another. After a period of time, intelligent services may seek out the most appropriate courses based on the learner’s pro

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Sannikova, Aija, and Aina Dobele. "Urgency and Development Priorities of Lifelong Learning in Latvia." Proceedings of the Latvia University of Agriculture 29, no. 1 (2013): 67–75. http://dx.doi.org/10.2478/plua-2013-0008.

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Abstract Based on the indicator of GDP per capita and the plan of business environment improvement measures, the urgency of developing lifelong learning in Latvia is analysed. Changes in the educational level of residents and in the education of employed individuals and job seekers in the period 2006-2010 are researched. The experts’ evaluation of the lifelong learning development alternative in Latvia was carried out using Analytic Hierarchy Process. The conclusions indicate that primarily the establishment of the lifelong education system in companies (priority assessment vector 0.322) shoul

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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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엄준용 and 주휘정. "Lifelong Learning System in Finland: Implications for Korean NHRD Policy." Korean Journal of Human Resource Development Quarterly 11, no. 1 (2009): 133–57. http://dx.doi.org/10.18211/kjhrdq.2009.11.1.006.

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