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Relevant bibliographies by topics / Lifelong Learning / Dissertations / Theses

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Dissertations / Theses on the topic 'Lifelong Learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Gouthro, Patricia A. "Lifelong learning and the homeplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ36583.pdf.

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2

Au, Tit-kwan. "Lifelong learning in Hong Kong." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269252.

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3

Blair, Hugh Bernard. "Lifelong learning : rhetoric and meaning." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/1732/.

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4

Li, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.

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5

Li, Siu-har Shirley, and 李小霞. "E-learning for lifelong learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.

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6

Xiao, Zhuoling. "Robust indoor positioning with lifelong learning." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:218283f1-e28a-4ad0-9637-e2acd67ec394.

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Indoor tracking and navigation is a fundamental need for pervasive and context-aware applications. However, no practical and reliable indoor positioning solution is available at present. The major challenge of a practical solution lies in the fact that only the existing devices and infrastructure can be utilized to achieve high positioning accuracy. This thesis presents a robust indoor positioning system with the lifelong learning ability. The typical features of the proposed solution is low-cost, accurate, robust, and scalable. This system only takes the floor plan and the existing devices, e

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7

Graves, Sarah Catharine. "Catalysts and triggers in lifelong learning." Thesis, University of South Wales, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702321.

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This thesis aims to understand the catalysts and triggers that influence engagement in lifelong learning amongst adult learners undertaking access courses in the South Wales Valleys. As they are conceptualised within this thesis, catalysts and triggers pertain to how returners to formal learning explain their encounters with environmental influences, personal circumstances and shaping events throughout their lives. Together they constitute two interrelated influences in the lives of returners to learning that, when analysed, offer insight into learner participation and reengagement. The initia

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8

Hällsten, Martin. "Essays on social reproduction and lifelong learning /." Stockholm : The Swedish Institute for Social Research (SOFI), Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37315.

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9

Worrall, Lisa Jayne Rosalind. "Model of metacognition in lifelong e-learning." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26967/.

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Metacognition can be defined as “…thinking about thinking” or “…beliefs about beliefs” (Antaki and Lewis, 1986). The research aim of this thesis was to: 1) Discuss the philosophical foundations of knowledge, cognition and metacognition. 2) Put forward example learning and e-learning theories and models and discuss these with reference to Reeves’ (1997) original model of WWW based learning. 3) Provide a ‘focus beam’ of analysis of metacognition and lifelong e-learning. 4) Analyse the extended literature review and evaluate and discuss its potential contributions (and limitations) with reference

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10

Moukadem, Imad. "Virtual support for lifelong learning in Lebanon." Thesis, Teesside University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426003.

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11

Beighton, C. "Creativity in lifelong learning : events and ethics." Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12629/.

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This thesis proposes a critical enquiry into the issue of creativity, focussing on teacher education in the English Lifelong Learning (LLL) sector. I examine the role of creativity in this context and link sector research and practice to an alternative, immanent, form of ethics. My thesis has three parts, the first of which identifies and contests current approaches to creativity and redefines it from the perspective of teacher education in LLL. To tackle this complex problem, I draw on recent literature in the field in conjunction with the work of philosopher Gilles Deleuze (1925-1995). I rec

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12

Adams, Evelyn May. "Lifelong learning and the learning culture of a college flexible learning centre." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2751.

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This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qua

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13

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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14

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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15

Hughes, Lewis Bernard, and l. hughes@enviro-sys com au. "Applying outcomes of lifelong learning to organisational achievement." Deakin University. School of Education, 2007. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20080521.085701.

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The focus of this doctoral research study is making the most what a person knows and can do, as an outcome from their lifelong learning, so as to better contribute to organisational achievement. This has been motivated by a perceived gap in the extensive literature linking knowledge with organisational achievement. Whereas there is a rich body of literature addressing the meta-philosophies giving rise to the emergence of learning organisations there is, as yet, scant attention paid to the detail of planning and implementing action which would reveal individual/organisational opportunities of m

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16

Berglund, Gun. "On lifelong learning as stories of the present." Doctoral thesis, Umeå : Pedagogiska institutionen, Umeå Universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1540.

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17

Zhao, Kang. "Identity, lifelong learning and narrative : a theoretical investigation." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/39781.

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In post-traditional societies, identity has been pervasively understood as a ‘thing’ one needs to and can endeavour to achieve or create. Many studies about identity in the humanities and social sciences have increasingly been approached in both reified and impersonal ways. These trends in understanding identity have made a significant impact on research into education and identity. This thesis aims to demonstrate the complexity of personal identity on a theoretical level and endeavours to rethink the theoretical understanding of personal identity in relation to the notion of learning. Based o

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18

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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19

E, Forrester A. T. A. "Perspectives on literacy in support of lifelong learning." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52996.

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Thesis (MEdPsych)--University of Stellenbosch, 2002.<br>ENGLISH ABSTRACT: This study highlights focal issues of literacy and lifelong learning within the context of the formal schooling system. Problems and issues pertaining to policy and practice are examined within the broad framework of a selected set of perspectives on literacy. The nature of the problem of literacy worldwide, and in South Africa in particular, provides sufficient scope to investigate literacy in terms of research, theory and practice. The synergy between curriculum change and social transformation in South Africa w

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20

Hawasly, Majd. "Policy space abstraction for a lifelong learning agent." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9931.

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This thesis is concerned with policy space abstractions that concisely encode alternative ways of making decisions; dealing with discovery, learning, adaptation and use of these abstractions. This work is motivated by the problem faced by autonomous agents that operate within a domain for long periods of time, hence having to learn to solve many different task instances that share some structural attributes. An example of such a domain is an autonomous robot in a dynamic domestic environment. Such environments raise the need for transfer of knowledge, so as to eliminate the need for long learn

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21

Zharkykh, Y. S., S. V. Lysochenko, B. B. Sus, and O. V. Tretyak. "Technology of e-labs development in lifelong learning." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/33415.

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Development of high technologies in industry requires an implementation of a multidisciplinary approach in modern science. It put forward higher requirements for specialists in different fields of science and makes it necessary to increase the intellectual level of the individual. Lifelong learning could be a good solution to these requirements. The essential instrument of such training is becoming distance e-learning. It provides sufficiently quick development and modernization of new training courses. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/

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22

Spendlove, Marion. "Heritage in Britain : lifelong learning, archaeology and partnerships." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1263/.

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The thesis investigates whether contemporary policy and practice support formal and informal learning in the field of archaeology. Also, the assumption that multi-sector partnerships broaden community participation in heritage activities is interrogated. The multi-method comparative research model applied both empirical and qualitative methods to three case studies in the Midlands of Britain. Each of these projects gained funding to exhibit archaeology to the public during the course of the research. The policies and practices of the key individuals in the partnerships were investigated throug

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23

Crystal, Cheung Ching Ying. "Lifelong learning in Hong Kong : a narrative inquiry." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.689599.

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Lifelong learning was adopted as the guiding principle of the educational reform that took place in Hong Kong in 2000. This important educational agenda interested the author not only because of its position in many global and local education policies, but also because of the personal insights that she has gained throughout her years as a lifelong learner. Debates on lifelong learning in Hong Kong are dominated by economic imperatives and so the author's interest was to explore the topic from a humanistic perspective, informed broadly by interpretivism. Narrative inquiry was employed to gather

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24

HUI, Sze Sze Stephanie. "Lifelong learning for older persons in Hong Kong." Digital Commons @ Lingnan University, 2005. https://commons.ln.edu.hk/soc_etd/17.

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Lifelong learning (LL) has been widely regarded as one of the activities that can enhance well-being of the society and benefit older persons in terms of psychological, physical, mental, and cognitive well-being. In foreign countries like the Unites States of America, the United Kingdom, Finland, France, Australia, and also China, LL among older persons had been developed successfully. Hong Kong, in contrast, has no systematic planning for the development of LL even though the aged population is increasing rapidly. This research aims at constructing a LL model for older persons in Hong Kong. T

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25

Gopee, Luxmi Narainsingh. "The nurse as a lifelong learner : an exploration of nurses' perceptions of lifelong learning within nursing, and of nurses as lifelong learners." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1237/.

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The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS)

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26

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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27

Powley, Fiona. "Lifelong learning or lifelong yearning : an analysis of Widening Participation policy implementation in Cumbria, 1999-2001." Thesis, Lancaster University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289045.

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28

Pitt, Robert Michael. "Journeys into lifelong learning : experiences of adult learners returning to formal learning." Thesis, University of the West of England, Bristol, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444529.

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29

Robertson, David. "Higher education and lifelong learning : for social justice in the learning market." Thesis, University of Liverpool, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388523.

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30

Zhao, Xinyi, and 趙忻怡. "Productive ageing in China : lifelong learning of older adults." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206357.

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31

Mwaikokesya, Mpoki John. "Undergraduate students' development of lifelong learning attributes in Tanzania." Thesis, University of Glasgow, 2014. http://theses.gla.ac.uk/5018/.

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This thesis examines the extent to which undergraduate students‟ personal and institutional experiences influence their capacity to change and develop as lifelong learners in Tanzania. My interest in the topic grew out of my recognition of the need to maintain a critical eye on the purpose of higher education in Tanzania and to establish whether or not the recent education reforms introduced in higher education had had a robust impact on lifelong learning. The core question in this study was to determine whether or not university education in Tanzania develops students as lifelong learners and

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32

Coleman, Lynn. "Implementing lifelong learning at a Technikon in South Africa." University of Western Cape, 2001. http://hdl.handle.net/11394/8497.

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Magister Philosophiae - MPhil<br>The nature of lifelong learning in the context of a South African technikon is the investigation focus of this mini-thesis. It argues for the adoption of a holistic and humanistic conceptualization to lifelong learning in this context. The argument that the implementation of lifelong learning has significant implications for all aspects in the functioning of a higher education institution, is supported.

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33

Bariso, Elfneh Udessa. "New technologies : tools for widening participation in lifelong learning?" Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020460/.

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34

Choi, Sang-Duk. "Changing skills formation and lifelong learning in South Korea." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019254/.

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This thesis explores how skills fonnation and lifelong learning policies have changed in South Korea in response to the challenges of globalisation and democratisation. It examines the modes of regulation of VET and lifelong learning with regard to qualifications, funding and the labour market. The thesis combines a theoretical analysis with an empirical study undertaken in South Korea. It examines, historically, why and how developmental skills formation and lifelong learning have been changing into a 'state-coordinated partnership' model. In addition, it analyses the characteristics of the '

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35

McAndrew, Alice E. "Surviving a Terminal Diagnosis: the Ultimate Lifelong Learning Experience." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/28069.

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Every year in the United States, cancer accounts for one in four deaths. As the pool of those who have received diagnoses increases, more individuals can be encountered who have survived a terminal diagnosis or exceeded expected time limits for survival. Perhaps even more extraordinary, many of these consider it the "best thing" that ever happened to them. These are the modern eras' "mythical" heroes; they return bearing maps for our own eventual journeys. This study used a grounded theory research approach to illuminate the phenomenon of terminal diagnosis survivorship as evidenced in the ps

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36

DENEVI, GIULIA. "Efficient Lifelong Learning Algorithms: Regret Bounds and Statistical Guarantees." Doctoral thesis, Università degli studi di Genova, 2019. http://hdl.handle.net/11567/986813.

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We study the Meta-Learning paradigm where the goal is to select an algorithm in a prescribed family – usually denoted as inner or within-task algorithm – that is appropriate to address a class of learning problems (tasks), sharing specific similarities. More precisely, we aim at designing a procedure, called meta-algorithm, that is able to infer this tasks’ relatedness from a sequence of observed tasks and to exploit such a knowledge in order to return a within-task algorithm in the class that is best suited to solve a new similar task. We are interested in the online Meta-Learning setting, al

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37

Bailey, George Martin Philip. "Unemployed sigle mothers and the learning society." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247670.

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38

Redman, David James. "Motivation of Adult, Auditioned Community Choirs: Implications toward Lifelong Learning." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6134.

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Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using Advanced Measures of Music Audiation, Singing Coach, mea

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39

Fullerty, Jennifer Mary. "Lifelong learning and the University for Industry : a case study." Thesis, University of Huddersfield, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431508.

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40

Regmi, Kapil Dev. "Lifelong learning in least developed countries : the case of Nepal." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61542.

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The seventieth session of the General Assembly of the UN declared that the promotion of ‘lifelong learning opportunities for all’ as one of the Sustainable Development Goals. The idea of lifelong learning was first proposed by United Nations Educational, Scientific, and Cultural Organization during the 1970s to mitigate the global educational crisis observed during the 1960s. However, until 2015 it was never taken as an educational policy strategy for the economically poor countries of the global South, known as Least Developed Countries (LDCs). Major supranational organisations such as the Wo

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41

Gardiner, Helen. "Lifelong learning in organizations, differentiating factors between adult employee groups." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34960.pdf.

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42

Dimova, Svetoslava. "Foreign Language for Content: Aiming to Develop Lifelong Learning Dispositions." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/97.

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ABSTRACT FOREIGN LANGUAGE FOR CONTENT: AIMING TO DEVELOP LIFELONG LEARNING DISPOSITIONS by Svetoslava Dimova In the context of emphasis on English language, mathematics and science within the American educational system (No Child Left Behind, 2001), foreign language education appears to be increasingly dissociated from educational priorities. Ways to create relevant goals and optimize the effects of foreign language teaching emerge through the use of communication technologies and connections to academic content. This qualitative study explores the relationship between high school students’ sk

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43

Mitchell, Lindsay C. "The meaning of an education : lifelong learning and the blues." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/28756.

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All knowledge is individually constructed and contextually situated. Simply stated, different things mean different things to different people, under different circumstances, in different places, and at different times. What then is the meaning of an education? Pragmatic philosophy holds the meaning of something to be intrinsically associated with its functional purpose or effect. Accordingly, it "is" what it "does." Education is thus commonly viewed as a way of instructing children and young persons in preparation for their making informed career choices leading to positive and producti

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44

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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45

Soon, Neo Thiam. "Lifelong learning in eastern and western culture organizations in Singapore." Thesis, Durham University, 2009. http://etheses.dur.ac.uk/2110/.

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In Singapore, the government has recognized the importance of lifelong learning at the workplace. It is the new educational reality as knowledge is highly marketable in the knowledge society and organizations will benefit and prosper so long as they continue to capitalize upon their intellectual resources. All companies operating in Singapore will need to assume responsibility in establishing an organization learning curriculum, both formal and informal but as Singapore is a multicultural environment with companies from different parts of the world, it can be hypothesized that they will react

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46

McKie, Jane Irina. "Changing society : technology and lifelong learning in the public eye." Thesis, University of Warwick, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322693.

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47

Redman, David J. "Motivation of Adult, Auditioned Community Choirs| Implications toward Lifelong Learning." Thesis, University of South Florida, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10097705.

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<p> Knowledge of motivation factors can assist conductors and music educators at all levels in planning and implementation of musical goals. The purpose of this study was to identify motivational factors to join the choir and maintain membership in the choir as well as the role of stress/anxiety in maintaining choral membership. In addition, the role of musicianship was evaluated in terms of music aptitude and vocal ability. Participants (N=135) from four adult, auditioned community choirs participated in this study. Data was collected using <i>Advanced Measures of Music Audiation, Singing Coa

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48

Adjei-Kusi, Kojo. "Lifelong learning among accountants : exploring the links with professional identity." Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5161/.

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This thesis explores links between lifelong learning and professional identity among a group of eighteen accountants working across three countries between 2013 and 2016. The substantive aim of this study was to contribute to existing but limited literature on lifelong learning in accountancy, by exploring ways in which professional identity features in decisions around lifelong learning. Current literature tends to focus primarily on either lifelong learning or professional identity, in which lifelong learning usually relates to CPD. However, the importance of the accountancy profession as a

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49

Okumoto, Kaori. "Lifelong learning policy in England and Japan : a comparative analysis." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10019245/.

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In both England and Japan, 'lifelong learning' has been positioned as central to educational reform. However, their lifelong learning policies are different: skills development which leading to economic growth is emphasised in England, whereas community building aiming at social reconstruction is prioritised in Japan. This study asks why the policies are different and how these differences have developed. English and Japanese lifelong learning policies have developed within both domestic and global contexts. Domestically, contrasting historical problems and moments of major change and politica

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50

Дериколенко, Олександр Миколайович, Александр Николаевич Дериколенко, and Oleksandr Mykolaiovych Derykolenko. "Lifelong learning on the basis of distance technologies in Ukraine." Thesis, Сумський державний університет, 2012. http://essuir.sumdu.edu.ua/handle/123456789/29420.

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The lifelong learning is a regular thing for the leading world countries. In France, for instance, “Law of Uninterrupted Education” was enacted in 1976, in Finland a corresponding national strategy was adopted, and in China it is a condition of successful economic progress if adults study, thus, 1300 special higher schools, most of which are public, work for adults’ good When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/29420

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