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Journal articles on the topic 'Lifelong process'

Author: Grafiati

Published: 28 May 2022

Last updated: 31 July 2025

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1

Norman, Jan. "Education — A Lifelong Process." Diabetes Educator 24, no. 2 (1998): 115–16. http://dx.doi.org/10.1177/014572179802400202.

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GEVORGYAN, HAYKUHI. "PROFESSIONAL ORIENTATION AS LIFELONG PROCESS." Main Issues Of Pedagogy And Psychology 6, no. 3 (2014): 30–35. http://dx.doi.org/10.24234/miopap.v6i3.138.

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What profession to choose? The question is inevitable; the answer is seeking every individual in some stage of his age or social development. The solution of the issue is very importance not only for his personality but generally for society. Professional orientation helps the youth for professional consciousness. Professional orientation is normal continuation of educational work and is considered to be its logical end in some respects. Providing consultancy to individual for professional orientation aims not only assisting to organize his learning process, but assuring confidence towards his

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GEVORGYAN, HAYKUHI. "PROFESSIONAL ORIENTATION AS LIFELONG PROCESS." Main Issues Of Pedagogy And Psychology 8, no. 2 (2015): 45–49. http://dx.doi.org/10.24234/miopap.v8i2.103.

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What profession to choose? The question is inevitable; the answer is seeking every individual in some stage of his age or social development. The solution of the issue is very importance not only for his personality but generally for society. Professional orientation helps the youth for professional consciousness. Professional orientation is normal continuation of educational work and is considered to be its logical end in some respects. Providing consultancy to individual for professional orientation aims not only assisting to organize his learning process, but assuring confidence towards his

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4

Duke, Tony. "Learning is a lifelong process." Nursing and Residential Care 16, no. 9 (2014): 516–18. http://dx.doi.org/10.12968/nrec.2014.16.9.516.

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Nimrod, Galit, and Idit Ben-Shem. "Successful Aging as a Lifelong Process." Educational Gerontology 41, no. 11 (2015): 814–24. http://dx.doi.org/10.1080/03601277.2015.1050904.

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6

Blossfeld, Hans-Peter, and Jutta von Maurice. "2 Education as a lifelong process." Zeitschrift für Erziehungswissenschaft 14, S2 (2011): 19–34. http://dx.doi.org/10.1007/s11618-011-0179-2.

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7

Wang, Shaoxiang. "Language Learning: A Lifelong Process (review)." Language 81, no. 4 (2005): 1005. http://dx.doi.org/10.1353/lan.2005.0214.

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Blanton, Patricia. "Professional Learning Is a Lifelong Process." Physics Teacher 47, no. 7 (2009): 474–75. http://dx.doi.org/10.1119/1.3225515.

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9

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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Seo, Hee Jung, and Mi Jung Kim. "A Qualitative Study on the Growth Process of Adult Learners in Lifelong Learning." Taegu Science University Defense Security Institute 7, no. 6 (2023): 121–36. http://dx.doi.org/10.37181/jscs.2023.7.6.121.

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The purpose of this study is to investigate the growth and changes of common adult learners after their participation in lifelong learning. For this purpose, the investigator conducted a focus group interview(FGI) with 9 adult learners that were active to participate in lifelong learning programs in the community. As a result, they were participated to lifelong learning with different opportunities, participated in a variety of lifelong learning programs with curiosity and expectations, and conducted their own inquiry little by little. In the process, they got to recognize the areas of learnin

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Isaienko, Svitlana, Svitlana Hurinchuk, and Oleh Nozhovnik. "FORMATION OF LIFELONG LEARNING COMPETENCES IN THE PROCESS OF PROFESSIONAL TRAINING OF FUTURE TRANSPORT SPECIALISTS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 17(85) (2023): 222–28. http://dx.doi.org/10.25264/2519-2558-2023-17(85)-222-228.

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The purpose of this study was to design and experimentally test the effectiveness of a model for forming lifelong learning competences in future transport specialists in higher education institutions. The study presents the authors’ vision of the structure of lifelong learning competences for transport specialists, identifies the pedagogical conditions for forming lifelong learning competences, and designs a model for forming such competences. It is proven that the effectiveness of forming lifelong learning competences in future transport specialists significantly increases when active learnin

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Griffin, David. "Loss as a lifelong regenerative learning process." Psychodynamic Counselling 7, no. 4 (2001): 413–30. http://dx.doi.org/10.1080/13533330110087688.

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Cohn, Kenneth H., Bruce Bethancourt, and Maire Simington. "The Lifelong Iterative Process of Physician Retention." Journal of Healthcare Management 54, no. 4 (2009): 220–26. http://dx.doi.org/10.1097/00115514-200907000-00003.

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14

Pascoe, Michelle. "Book Review: Language learning-a lifelong process." Child Language Teaching and Therapy 20, no. 2 (2004): 189–91. http://dx.doi.org/10.1177/026565900402000211.

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Myers, Lena Wright. "African American males speak: The lifelong process." Journal of African American Studies 8, no. 3 (2004): 62–68. http://dx.doi.org/10.1007/s12111-004-1014-0.

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16

Smalls, James. "Visualizing Race: A Lifelong Process and Training." Art Journal 57, no. 3 (1998): 2. http://dx.doi.org/10.2307/777963.

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Smalls, James, and Judith Wilson. "Visualizing Race: A Lifelong Process and Training." Art Journal 57, no. 3 (1998): 2–3. http://dx.doi.org/10.1080/00043249.1998.10791886.

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18

Shi, Yaxuan. "The Influence of International Lifelong Education Concepts on the Development of Lifelong Education in China and Its Promotion." Lecture Notes in Education Psychology and Public Media 20, no. 1 (2023): 111–20. http://dx.doi.org/10.54254/2753-7048/20/20231489.

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The concept of lifelong education has received strong attention from the international community since it was put forward. Under the impetus of many international organizations, countries have started to introduce and study the concept of lifelong education, which has gradually become the target of education policy reform in various countries based on pedagogical theory. The research theme of this paper is the influence and promotion of the international lifelong education concept on the development of lifelong education in China. This paper mainly compares the promotion of the lifelong educat

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19

Nierenberg, David W. "Teaching Clinical Pharmacology: A Process of ‘Lifelong Learning’." Journal of Clinical Pharmacology 33, no. 4 (1993): 311–15. http://dx.doi.org/10.1002/j.1552-4604.1993.tb04662.x.

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Kowalska, Iwona. "Cross-Compliance as a Lifelong Learning Process Stimulus." Zeszyty Naukowe SGGW w Warszawie - Problemy Rolnictwa Światowego 3 (June 30, 2008): 40–49. http://dx.doi.org/10.22630/prs.2008.3.5.

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The EU membership requires introduction of significant changes in the agricultural sector. Such changes will not be possible without investments in human capital. The aim of the paper is to make an attempt at presenting the coincidence of three factors conducive to the development of lifelong learning process in rural areas: 1) EU and Polish legislation concerning the cross-compliance rule enforcement, 2) EU financial support for human capital development in the EU second programming period, 3) new banking product connected with financing adult education (Individual Learning Accounts, ILA).

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Şahan, Hasan Hüseyin. "The relationship of prospective teachers' educational philosophy and life-long learning tendencies to their teaching-learning process competencies." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (2020): 1325–67. http://dx.doi.org/10.14527/pegegog.2020.040.

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The purpose of this study is to determine the relationship between prospective teachers' tendencies towards educational philosophy and lifelong learning and their teaching-learning process competencies. The study used the descriptive model to determine the current situation and adopted a predictive correlational design to find out the extent to which educational philosophy and lifelong learning tendencies predict teaching-learning process competencies. The study group consisted of 238 prospective teachers. The data were obtained using three scales, namely "Educational Philosophy Tendencies Sca

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22

Kim, Jin Hwa, and Jeong Eui Park. "An Exploration and Classification of the Generative Concepts of Lifelong Education Practice Elements." Korean Society for the Study of Lifelong Education 30, no. 2 (2024): 181–207. http://dx.doi.org/10.52758/kssle.2024.30.2.181.

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The purpose of this study is to derive and categorize the practical elements of lifelong education and to explain and discuss the conceptual meaning of each element. The derived 7 elements of lifelong education practice can give the following exploratory meaning: First, the subject of practice should pay attention to the fact that citizens are involved in various practices as new subjects of lifelong education. Second, the area of practice is spreading from the short-distance living base to the community, universities, local governments, etc. Third, the subjects of practice include voluntary l

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23

Raudsaar, Mervi, and Merike Kaseorg. "COMPARING LEARNING PROCESS IN THE FIELD OF ENTREPRENEURSHIP EDUCATION: TARGET GROUPS REVISING LIFELONG EXPERIENCE IN TEACHING PROCESS." Problems of Education in the 21st Century 49, no. 1 (2012): 59–72. http://dx.doi.org/10.33225/pec/12.49.59.

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This article presents the results of a pilot research how the entrepreneurship is perceived by the participants of entrepreneurship courses. Also we have researched their previous (entrepreneurial) background and its relevance on enabling market entrance. We had two target groups: self financed students of Open University and participants in entrepreneurship course financed by European Social Foundation. Lifelong learning is a socio-personal process as we associate our thoughts and actions to our earlier experiences but on the same time revising that experience. The aim of this article is to e

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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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25

Licková, Markéta. "The Hidden Contents in the Professional Military Education Process." Vojenské rozhledy 30, no. 4 (2021): 141–53. http://dx.doi.org/10.3849/2336-2995.30.2021.04.141-153.

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Increasing pressure on the quality of the educational content brings the need to address the issue of hidden mechanisms in the educational process that have impacts on the quality of knowledge and skills. This article discusses the existence of the hidden curriculum in lifelong learning and puts it into the context of the lifelong Professional Military Education as it is provided at the Centre for Security and Military Strategic Studies at the University of Defence. The uncovering of the hidden content in education may not be a welcome process, in extreme it may become unacceptable. However, h

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26

Lee, Ji Yeong, and Seong-Hie Park. "The Development Process of a Village Lifelong Learning Center in City A and the Concept of Village Lifelong Learning in a Residential Area." Korean Society for the Study of Lifelong Education 30, no. 2 (2024): 209–31. http://dx.doi.org/10.52758/kssle.2024.30.2.209.

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The purpose of this study is to suggest ways to develop lifelong learning center in City A and development Plan for lifelong learning in Everyday life. The research questions are: How did the lifelong learning center in City A grow and what are the ways to develop lifelong education plan in Everyday life? It was found that the lifelong learning center of City A grew from an embryonic stage where residents resisted education due to lack of shared vision and goals, to a challenging stage where the lifelong education council was formed and focused on developing lifelong education programs based o

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27

Park, Miwon, and Taewan Eom. "Habitus of People with Schizophrenia : Lifelong ‘patient-like’ process." Mental Health & Social Work 50, no. 2 (2022): 199–227. http://dx.doi.org/10.24301/mhsw.2022.06.50.2.199.

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28

McConnell, D. "Examining a collaborative assessment process in networked lifelong learning." Journal of Computer Assisted Learning 15, no. 3 (1999): 232–43. http://dx.doi.org/10.1046/j.1365-2729.1999.153097.x.

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29

Wax, Mark K., Robert H. Miller, and David R. Nielsen. "Lifelong Learning as Part of the Quality Improvement Process." Otolaryngology–Head and Neck Surgery 145, no. 2_suppl (2011): P19—P20. http://dx.doi.org/10.1177/0194599811415818a34.

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30

Hernández‐Encuentra, Eulàlia, and Javier Sánchez‐Carbonell. "The Bologna Process and Lifelong Education: Problem‐Based Learning." Higher Education in Europe 30, no. 1 (2005): 81–88. http://dx.doi.org/10.1080/03797720500088194.

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31

Wax, Mark, Robert H. Miller, and David Nielsen. "Lifelong Learning as Part of the Quality Improvement Process." Otolaryngology–Head and Neck Surgery 143, no. 2_suppl (2010): P24. http://dx.doi.org/10.1016/j.otohns.2010.06.651.

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32

McGregor, Joy. "Teaching the Research Process: Helping Students Become Lifelong Learners." NASSP Bulletin 83, no. 605 (1999): 27–34. http://dx.doi.org/10.1177/019263659908360505.

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33

Apostolou, Zoi T. "Literacy: A Lifelong Process Through a Balanced Literacy Approach." Preschool Education: Global Trends 3 (June 20, 2023): 44–68. http://dx.doi.org/10.31470/2786-703x-2023-3-44-68.

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This paper attempts a critical analysis of literacy acquisition by preschool children through a balanced literacy approach, a mixed method which brings together elements from methods with an emphasis on code and from methods with an emphasis on meaning. In particular, visuals of a balanced literacy approach, as it takes place (or not) in Greek preschool education classes, are presented. Individual issues, challenges and perspectives which are introduced by this method are explored in comparison and in correspondence with the traditional and outdated understanding of literacy, which links it to

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J., Amirtha. "Career Management for College Teachers." Shanlax International Journal of Commerce 7, S1 (2019): 125–27. https://doi.org/10.5281/zenodo.3451647.

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Career management is a lifelong process of involving resources to accomplish your future career goals. It is a continuing process that allows you to adapt to the changing demands of our dynamic economy. The career management process embraces various concepts, self-awareness, career development planning or career exploration, lifelong learning, and networking.  

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35

Güneri, Mukadder. "Why Lifelong Learning." European Journal of Social Sciences Education and Research 9, no. 2 (2017): 136. http://dx.doi.org/10.26417/ejser.v9i2.p136-139.

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Mankind has learned many things and has trained himself not knowing in the prehistoric times because of necessity by means of trial and error. He learned to learn while giving human life struggle that they taught what they learned to make their lives easier for those who come after them. So the real reason for learning is the needs and continuity. These needs have developed parallel to the development of mankind and continue to develop today. Learning in this development process is institutionalized. On the other hand, learning in today's world has gained a new dimension. The wider network of

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Mustakim, Mustakim, Eko Sulistiono, Iip Saripah, and Fahmi Dinni. "MEMUPUK KEBERAKSARAAN: BERINOVASI DALAM PERSPEKTIF BELAJAR SEPANJANG HAYAT." Comm-Edu (Community Education Journal) 4, no. 1 (2021): 6. http://dx.doi.org/10.22460/comm-edu.v4i1.6738.

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Many studies have suggested the relationship between innovation and lifelong learning that are interrelated. However, it is still difficult to find research that takes the viewpoint of innovation as an implication of a lifelong learning process which cultivates literacy. By collecting conceptual literatures on innovation and lifelong learning, this article aims to provide a perspective view of the concept of lifelong learning in innovation. This article also contributes to encourage adults to have the mindset to always learn without being limited by space and time in creating innovation so as

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37

Koç, Sevgi. "Teachers’ Views on Lifelong Learning." International Journal of Contemporary Educational Research 11, no. 2 (2024): 247–58. http://dx.doi.org/10.52380/ijcer.2024.11.2.621.

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This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and high quality of life. They stated that the goals of lifelong learning were acc

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38

Weon, Soon Sik, Jisu Jung, and Kyung Yee Kim. "A Case Study on Lifelong Education Program Utilizing Community Resources: Focusing on the Development Process of the 5060 Generation Program in Y-City." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 10 (2025): 772–89. https://doi.org/10.22251/jlcci.2025.25.10.772.

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Objectives In this study, through a case study of the 5060 generation lifelong learning program in Y city, we aim to present a method for developing a lifelong learning program that utilizes local community resources and derive some suggestions. Methods To this end, we participated in the development and operation process of the 5060 Generation program in City Y and conducted a single case study by analyzing the program development process according to the stages of the ADDIE model. Results The results of this study were as follows: First, Y-City's lifelong education program actively utilized

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Omirbayev, Serik, Darkhan Akhmed-Zaki, Aidos Mukhatayev, Andrii Biloshchytskyi, Khanat Kassenov, and Adil Faizullin. "The Conceptual Foundations of Lifelong Learning in Kazakhstan: Process Modeling." International Journal of Emerging Technologies in Learning (iJET) 16, no. 17 (2021): 60. http://dx.doi.org/10.3991/ijet.v16i17.23685.

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Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The purpose of this study is to build the concept of the LLL system for the Republic of Kazakhstan based on the methodology of education and international best practices, as well as global trends in the development of education. The key idea of the study is to justify the LLL system, which provides coverage of the country's population with formal, non-formal and informal learning to increase its competitiveness and basic competencies to the level of the OECD countries.

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40

Rusitoru, Mihaela Viorica, Arto Kallioniemi, and Alison Taysum. "Lifelong learning governance and International Organisations." Swiss Journal of Educational Research 42, no. 2 (2020): 461–81. http://dx.doi.org/10.24452/sjer.42.2.9.

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Lifelong learning policies are subject to various approaches of educational governance. Our research presents a hypothesis that lifelong learning policies are creating and engaging with new facets of governance. To test for proof of concept, the lead author conducted interviews with officials and policy makers from international organisations such as the United Nations Education, Science and Culture Organisation, the Organisation for Economic Cooperation and Development, the International Labour Organisation and the Council of Europe. The thematic analysis of the data revealed lifelong learnin

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Shin, Min Sun, Kyong Jun Lee, and Doo Young Kim. "Analysis of the awareness and request of adults with disabilities and staff in charge of lifelong education regarding integrated education." Korean Society for the Study of Lifelong Education 30, no. 4 (2024): 173–207. https://doi.org/10.52758/kssle.2024.30.4.173.

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This study aims to identify the awareness of problems that emerged in the process of participating in and implementing integrated lifelong education among adults with disabilities and those involved in lifelong education for the disabled, as well as the demands for activating integrated lifelong education, and to derive practical tasks for activating domestic integrated lifelong education based on this. For the study, a survey was conducted targeting 200 adults with disabilities and 120 people involved in lifelong education for the disabled. The results of the study showed that, first, adults

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42

Worrall, Lisa, and Frances Bell. "Metacognition and Lifelong E-Learning: A Contextual and Cyclical Process." E-Learning and Digital Media 4, no. 2 (2007): 161–71. http://dx.doi.org/10.2304/elea.2007.4.2.161.

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Potyrała, Katarzyna, and Łukasz Tomczyk. "Teachers in the lifelong learning process: examples of digital literacy." Journal of Education for Teaching 47, no. 2 (2021): 255–73. http://dx.doi.org/10.1080/02607476.2021.1876499.

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Moore, Allen B. "Review: Education in the Rural American Community: A Lifelong Process." Adult Learning 4, no. 3 (1993): 28. http://dx.doi.org/10.1177/104515959300400313.

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Belev, Blagovest. "Fleet Officer’s Seminars as a Part of Lifelong Learning Process." TransNav, the International Journal on Marine Navigation and Safety of Sea Transportation 10, no. 4 (2016): 561–64. http://dx.doi.org/10.12716/1001.10.04.03.

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46

Agaeva, A. N., and Z. N. Kurbatov. "DISTANCE LEARNING AS AN EFFECTIVE FORMAT OF LIFELONG EDUCATION PROCESS." Herald of the Belgorod University of Cooperation, Economics and Law 2, no. 99 (2023): 143–53. http://dx.doi.org/10.21295/2223-5639-2023-2-143-153.

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47

Katane, Irēna, and Edgars Katans. "LIFELONG GUIDANCE AS A TOPICALITY FOR THE PROMOTION OF THE LIFELONG AND LIFEWIDE MULTIDIMENSIONAL CAREER DEVELOPMENT NOWADAYS." Education. Innovation. Diversity. 2, no. 7 (2023): 83–95. http://dx.doi.org/10.17770/eid2023.2.7354.

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With the development of society and the liberalisation of the labour market, a new paradigm of lifelong guidance has entered the social sciences. Nowadays public demand for lifelong guidance services outstrips availability. The aim of the study: to substantiate the lifelong guidance nowadays, highlighting the multidimensional meaning of the concept of career, including meaning of lifelong and lifewide career. Research methods: studying, analysing and evaluating scientific literature and various types of documents; reflection on experience. The research findings allow for a conclusion to be mad

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48

Halilović, Nezir. "Prva objava - Kur'anski poziv na cjeloživotno učenje." Obrazovanje odraslih/Adult Education, no. 2 2015 (2016): 123–36. http://dx.doi.org/10.53617/issn2744-2047.2015.15.2.123.

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This paper presents an understanding of the concept of lifelong learning through the prism of the messages from the Qurans First proclamation. After the introductory considerations and the quotation of five ayats, which constitute the First proclamation, and the definition of used terms, the Quran’s messagesfrom the First proclamation were analyzed in the context of the need for lifelong learning. The results clearly prove that the concept of lifelong learning is fully compatible with the messages from the First proclamation in the Quran and that Quran requires lifelong learning from his belie

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Poghosyan, G. S., A. M. Gasparyan, and E. V. Amiryan. "LIFE LONG LEARNING PROCESS TO REFORM THE THEORIES AND PRACTICES OF EDUCATION SECTOR IN THE COUNTRY." Modern Psychology 5, no. 1(10) (2022): 99–106. http://dx.doi.org/10.46991/sbmp/2022.5.1.099.

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This article analyzes the theoretical foundations of lifelong learning as opportunities for a person to live and flourish in a democratic society. Continuous learning, according to the existing concept, implies that a person needs to constantly keep learning, update the acquired knowledge, skills and abilities. It should be implemented throughout life not only by means of natural communication, life experience, but also through the realization of variety conscious educational opportunities via formal, non- form and informal education. In the article, determinations, standards and objectives of

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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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