Relevant bibliographies by topics / Lifelong professional training

Contents

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

Academic literature on the topic 'Lifelong professional training'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Lifelong professional training"

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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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Тимків, Надія. "PROFESSIONAL DEVELOPMENT OF PETROLEUM ENGINEERS IN LIFELONG EDUCATION." ОСВІТА ДОРОСЛИХ: ТЕОРІЯ, ДОСВІД, ПЕРСПЕКТИВИ 1, no. 15 (2020): 107–14. http://dx.doi.org/10.35387/od.1(15).2019.107-114.

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The article deals with the urgent issues of the development of lifelong professional education, state policy implementation directed to the petroleum engineers’ training. The essence, content and structure of future engineers professional training with the aim of formation professional competence are highlighted in this article. The features of cognitive and practical activities of future experts in petroleum industry are revealed. The constituents and conditions for increasing the efficiency of forming the professional competence of a petroleum engineer and his willingness are defined. The im
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Spirina, Tеtiana, and Tеtiana Liakh. "SOCIAL WORKERS TRAINING IN CONTINUING EDUCATION SYSTEM." Modern Higher Education Review, no. 4 (2019): 27–34. http://dx.doi.org/10.28925/2518-7635.2019.4.3.

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The development of a continuing education system is a strategic task of reforming all education systems that consistently define their national-specific characteristics, while at the same time focusing on basic educational principles. The rapid changes in current development of society, related to the humanization of education, the high demands on each member of society, both individual and professional, and make the relevance of adult education as an integral part of continuing education and expanding research in this field. Particularly valuable are studies on the lifelong learning of social
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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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Dudina, Oksana. "KEEPING PHYSICIAN’S PROFESSIONAL COMPETENCE CURRENT AND RELEVANT TO MODERN PRACTICE: THE NEED FOR LIFELONG LEARNING." Scientific Journal of Polonia University 42, no. 5 (2021): 66–70. http://dx.doi.org/10.23856/4209.

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The article describes main features of continuing professional medical education in contemperory world influenced by the pandemic COVID-19. The aim of the research is to study the basics of management of the effectiveness of doctors and paramedics training based on lifelong learning. A new model of a healthcare professional competence is reviwed in the article. The analytical method was used as a research method while analyzing scientific and pedagogical literature. The prospective development of modern medicine is impossible without continuous medical education, which dynamically encompasses
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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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Bidzilya, Yuriy M., Liubov M. Rusynko-Bombyk, Yevhen O. Solomin, Hanna I. Hetsko, and Olesya V. Barchan. "Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists." Journal of Curriculum and Teaching 11, no. 1 (2022): 142. http://dx.doi.org/10.5430/jct.v11n1p142.

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The need for lifelong education is urged in the context of constant social transformations, unprecedented challenges, total digitalization of communicative transactions, virtualization of many types of professional activity. Journalism is one of the most sensitive to transformational challenges. Therefore, a journalist must respond objectively, flexibly, tolerantly, adequately, professionally, responsibly and social transformations and challenges to the current realities. To do this, he/she must be prepared for lifelong learning. It is the journalist’s readiness for lifelong learning that is a
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Tovkanets, Hanna. "Lifelong Learning in Enhancing Professional Teacher Training in the European Countries." Comparative Professional Pedagogy 8, no. 2 (2018): 23–27. http://dx.doi.org/10.2478/rpp-2018-0015.

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Abstract Research relevance is determined by the need to enhance teacher education, consolidate teachers’ further professional and personal development, increase the prestige of the teaching profession. The article focuses on enhancing professional training of teachers in the European countries under the conditions of lifelong learning. Based on the study and analysis of reseaches by Ukrainian and foreign scholars and some statistical information, the peculiarities of teaching and teacher training have been justified. Mentoring has been described as a way of transferring experience, knowledge,
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Shevtsov, Andrii G., and Svitlana M. Burenok. "READINESS FOR LIFELONG LEARNING OF HEALTHCARE PROFESSIONALS." Ukrainian educational and scientific medical space, no. 1 (December 1, 2023): 4–9. http://dx.doi.org/10.31612/3041-1548.1.2023.01.

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The aim of the study. To identify the degree of readiness of medical workers of a multidisciplinary health care institution for lifelong learning and the ability of the Advanced Training Center "Institute of Postgraduate Education" to meet the needs of health care specialists in continuous professional development and ensure the quality of the educational process. Materials and methods. The research was carried out using the following methods: sociological survey (questionnaire, interview), systematic analysis, expert evaluations. Completed copies of questionnaires (60 units), interview record
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Sydorenko, Viktoria, Tetiana Kravchynska, Olena Aleinikova, and Oksana Dubinina. "Marketing of educational services for continuous professional development of modern educator." Освітній вимір 55 (December 10, 2020): 75–92. http://dx.doi.org/10.31812/educdim.v55i0.3941.

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The reform of the continuing teachers’ training system in Ukraine is meant to provide teachers with the opportunities for professional development and lifelong learning according to the requirements set by the State education policy, employers and key stakeholders. This implies creation of flexible competitive educational environment using mobile advanced training programs and modernization of content, forms, methods techniques of teaching. The authors present a set of andragogic and psychological assessment instruments to use for continuing teachers’ training, including feedback questionnaire
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Dissertations / Theses on the topic "Lifelong professional training"

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Hobbs, Lisa Rose. "Australasian paramedic attitudes and perceptions about continuing professional development." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/134081/1/Lisa%20Rose%20Hobbs%20Thesis_Redacted.pdf.

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This study utilised constructivist grounded theory to explore the attitudes, engagement and perception of current Australasian paramedics in relation to CPD. The study found paramedics have not significantly modified their engagement in CPD/LLL despite professional registration. There is, however some confusion surrounding what constitutes CPD. Furthermore, education appears to be a new form of hierarchical stigmatisation within the paramedic culture. The study facilitated the creation of a framework of paramedic CPD, which includes CPD models; PDP; reflective practices; and LLL. The framework
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GIOLI, Gaia. "La formazione continua ed i Fondi paritetici interprofessionali dopo la legge 28 giugno 2012, n. 92. Il caso di Fondoprofessioni." Doctoral thesis, Università degli studi di Bergamo, 2014. http://hdl.handle.net/10446/30686.

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Lifelong learning policies are essential for the individuals employability at a European and Italian level. For this reason at both levels exist many tools to guarantee their financing. In Italy interprofessional training funds are the most important instruments. They are effective and free of charge for the State budget. However recent legislative developments can badly affect their financial activity. Aim of the research is to investigate the discipline of Italian interprofessional training funds and their possible evolution, focusing the attention on the professional field. The author co
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Rakauskaitė, Jūratė. "Valstybės tarnautojų mokymo problemos." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060317_124628-77261.

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The final paper deals with training development system for civil servants. During the five years of Lithuania‘s independance the training of civil servants was delivered on an ad hoc basis. In 1995 the Law of the Officials of the Republic of Lithuania was passed. It was a starting point for the creation of the civil service training system. In 1999 after the adoption of the Law of the Public Service, the need to leggaly stabilize, the market of civil servant‘s training became apparent. In 2002 after the Law of the Public Service entered into force it vas necessary to start rationalizing the tr
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Ahmed, Hagui Salem Ilham. "Conjuguer technologie de l’information et de communication et management de l’administration publique : le défi d'une formation administrative publique efficiente en République de Djibouti." Thesis, Paris Est, 2011. http://www.theses.fr/2011PEST0006.

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Le thème de cette thèse relève du domaine de la formation tout au long de la vie professionnelle des agents administratifs de l’Etat djiboutien et plus particulièrement de l’usage des TICE. En effet, la place des TICE dans la formation des adultes, est devenue un moyen important de modernisation pédagogique et de mode de transmission de connaissances à des publics plus vastes. On assiste à un phénomène très important de convergence des enseignements présentiel et à distance dans le monde. Beaucoup des Ecoles Nationales de l’Administration (ENA), notamment ceux des pays industrialisés, consacre
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Мединська, А. В., та A. V. Medynska. "Професійний розвиток вчителів іноземних мов в системі післядипломної освіти Франції". Дисертація, Хмельницький національний університет, 2020. http://elar.khnu.km.ua/jspui/handle/123456789/10227.

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Дослідження присвячене цілісному порівняльно-педагогічному аналізу професійного розвитку вчителів іноземних мов в системі післядипломної освіти Франції. У дисертації опрацьовано науково-педагогічну й нормативно-правову літературу з порушеної теми; уточнено основний категорійно-поняттєвий апарат; простежено генезу та описано сучасні моделі післядипломної педагогічної освіти Франції; науково обгрунтовано особливості організації й змісту професійного розвитку вчителів іноземних мов у Франції; на основі порівняльно-педагогічного аналізу окреслено можливості імплементації конструктивних ідей франц
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Sabrià, i. Bernadó Betlem. "Determinants de la demanda dels usuaris de formació contínua en les Institucions d'Educació Superior." Doctoral thesis, Universitat d'Andorra, 2014. http://hdl.handle.net/10803/132858.

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L’objectiu principal d’aquest estudi és obtenir els determinants que influeixen en la demanda dels usuaris de formació contínua de les Institucions d’Educació Superior. Es tracta d’un estudi sobre un tema novell, especialment des de el punt de vista de l’estudiant de formació contínua. Podria ser un punt de partida per a estudis posteriors. El paradigma de la recerca és el positivista, utilitzant metodologia híbrida. Els instruments que es fan servir són: entrevistes en profunditat a experts en formació contínua (metodologia qualitativa), un qüestionari (metodologia quantitativa) dissenya
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Lopes, Cristina Maria da Conceição Passos. "Estudo para a implementação de plataformas de e-learning no sistema de formação de recursos humanos da saúde: o caso particular dos enfermeiros de um hospital privado." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14695.

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A chave para o sucesso de uma organização não está nas suas capacidades em gerir os bens tangíveis, mas antes em mobilizar e tirar partido dos seus bens intangíveis. Torna-se, assim, indispensável, numa sociedade que se caracteriza pela volatilidade da informação, na qual o ritmo de vida é cada vez mais acelerado e o conhecimento é um dos principais factores de competitividade, investir nas pessoas e no seu capital intelectual. Mas, para que isso se torne num valor acrescentado é preciso partilhá-lo através de REDES em ambientes cada vez mais colaborativos. Os ambientes virtuais de aprendizage
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Rocke-Collymore, Joanna. "Exploring lifelong learning as a strategy for professional technical vocational education and training curriculum developers in Botswana." Diss., 2014. http://hdl.handle.net/10500/18601.

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This research is a critical analysis of lifelong learning (LLL) as a strategy for continuous professional development (CPD) of curriculists in the Department of Technical Vocational Education & Training (DTVET) in Botswana. The assumption that formal education will provide the required competencies for the duration of the work cycle is obsolete. The researcher argues that the workplace provides a rich environment for informal, problem-centred learning and that LLL skills are essential tools that enable practitioners to be actively involved in their professional development. The main discussio
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Ferreira, Viviana da Silva. "O que a vida nos ensina: Valorizar o processo de Reconhecimento, Validação e Certificação de Competências." Master's thesis, 2018. http://hdl.handle.net/10316/85503.

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Relatório de Estágio do Mestrado em Gestão da Formação e Administração Educacional apresentado à Faculdade de Psicologia e de Ciências da Educação<br>Life teaches us much of what we know personally and professionally, which makes the significance of the Recognition, Validation and Certification of Skills process prominent as an asset for a large part of the Portuguese population that, for various reasons, didn’t have access to education and training at the time they needed it. Adult education/training and the recognition of knowledge and skills acquired is essential for human promotion in the
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Duarte, Andreia Pais. "Formação Profissional - Da Gestão Técnico-Pedagógica da Formação ao Estudo das Perceções dos Formadores." Master's thesis, 2019. http://hdl.handle.net/10316/94786.

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Relatório de Estágio do Mestrado em Ciências da Educação apresentado à Faculdade de Psicologia e de Ciências da Educação<br>O presente relatório pretende descrever todo o trabalho desenvolvido ao longo do estágio curricular realizado no Centro de Formação Profissional para o Comércio e Afins (CECOA), no ano letivo 2018/2019, para obtenção do grau de Mestre em Ciências da Educação pela Faculdade de Psicologia e de Ciências da Educação da Universidade de Coimbra. O CECOA é um centro de formação profissional que desenvolve atividades de educação e formação profissional para o setor do comércio e
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Books on the topic "Lifelong professional training"

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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Athletic Achievements, 1992.

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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Athletic Achievements, 1992.

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Cylkowski, Greg J. Developing a lifelong contract in the sports marketplace. Athletic Achievements, 1992.

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Cantor, Jeffrey A. Lifelong learning and the academy, the changing nature of continuing education. Jossey-Bass, 2006.

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World Conference on Continuing Professional Education for the Library and Information Science Professions (4th 2001 Chester, Vt.). Delivering lifelong continuing professional education across space and time: The Fourth World Conference on Continuing Professional Education for the Library and Information Science Professions. K.G. Saur, 2001.

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Fullerty, Jennifer Mary. Lifelong learning: Post-compulsory education and the university for industry : a case study, or, An investigation of the impact of the UK government initiative Learndirect on a changing and ageing society with implications for policymakers, researchers and teachers in terms of the supply and demand of educational and training opportunities. F Street Books (Parkgate Press), 2011.

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

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Continuing Professional Development: Lifelong Learning of Millions. Routledge, 2013.

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Friedman, Andrew L. Continuing Professional Development: Lifelong Learning of Millions. Taylor & Francis Group, 2013.

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Continuing professional development: Lifelong learning of millions. Routledge, 2012.

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Book chapters on the topic "Lifelong professional training"

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Sousa, Duarte Abrunhosa e. "The principle of proportionality in professional training – insights from the Portuguese case law." In Employment, Training and Lifelong Learning. Routledge, 2025. https://doi.org/10.4324/9781003591948-18.

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Mampane, Sharon Thabo. "Professional Training and Lifelong Learning for School Heads of Departments: A Gateway for Headship Continuous Improvement." In Teacher Empowerment Toward Professional Development and Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_8.

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Gough, Martin. "‘New Basic Skills’, Nonbasic Skills, Knowledge Practices and Judgement: Tensions Between the Needs of Basic Literacy, of Vocational Education and Training and of Higher and Professional Learning." In Challenging the 'European Area of Lifelong Learning'. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7299-1_5.

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Peters-Dasdemir, Joyce, Lars Holzäpfel, Bärbel Barzel, and Timo Leuders. "Competency Framework for the Qualification of Facilitators of Mathematics." In The Evolution of Research on Teaching Mathematics. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31193-2_11.

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AbstractContinuous professional development (CPD) is an increasingly significant field of research that focuses on the development of teachers’ competencies, knowledge, and skills as lifelong learning. It is essential that CPD be well-designed and professionally performed. CPD must both enhance the cognitive dimension of teachers’ competencies as well as make these competencies meaningful and manageable for their daily practice. In this regard, facilitators play a crucial role as external experts and must possess specific competencies to meet this manifold challenge. This chapter describes a c
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Birtwistle, Tim, and Robert Wagenaar. "Re-Thinking an Educational Model Suitable for 21st Century Needs." In European Higher Education Area: Challenges for a New Decade. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_29.

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Abstract How should learning in higher education best meet the challenges posed by the many changes in society and employment? If graduates are knowledgeable in a particular field of studies and are trained in key generic competences/transferable skills to allow for autonomy and responsibility, is that enough? Is it being achieved? Or are new and diverse sets of learning models (Lifelong Learning or the 60 Year Curriculum) needed? Learners must be empowered to operate as responsible and active citizens in their society and be successful participants in a dynamic labour market. Society will req
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Chan, Fun-ting. "14 Librarianship: Professional Training Through Part-Time Programmes." In Lifelong Learning in Action. Hong Kong University Press, 2002. https://doi.org/10.1515/9789882202047-017.

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Levchenko, Viktoriia Viacheslavovna, and Ekaterina Sergeevna Lapshova. "LIFELONG TEACHERS TRAINING FRAMEWORK." In Theoretical and practical aspects of pedagogy and psychology. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-104684.

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This paper focuses on the continuity in lifelong teachers training development framework, provided by all stages of education. Presently, continuity is a factor of competitiveness and the main component of its development. The purpose of the study is to identify the conceptual foundations of the continuity in lifelong teachers training development framework within the pedagogical studio. The research methods are theoretical, general scientific and empirical methods, statistical methods, etc. Firstly, we highlighted the factors of continuity in lifelong teachers training development framework s
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Cox, David R., Richard H. Cox, and Bruce Caplan. "Professional Identity." In Specialty Competencies in Rehabilitation Psychology. Oxford University Press, 2013. http://dx.doi.org/10.1093/med:psych/9780195389241.003.0005.

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Chapter 5 discusses how RPs engage in education, training, continuing education, and active involvement in professional organizations and other activities consistent with their commitment to the rehabilitation aspect of professional psychology, which include advocacy on behalf of persons with disabilities, and how eucation, training, experiential learning, and obtaining appropriate supervision and consultation are considered lifelong learning processes for the RP. It also covers how identification as an RP is best attained through specialized education and training leading to board certificati
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"Reaching Professional Competence." In Ethics for Mental Health Professionals. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-8607-8.ch004.

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A cornerstone ethical principle in the helping profession is helping the client while avoiding the risk of harm. Effective counseling and psychotherapy depend on the mental health professional's skills and competence to protect and serve clients. Competence refers to performing psychological activities according to appropriate techniques and criteria: knowledge, skill, and diligence. Striving for competence is a lifelong endeavor. Although mental health professionals may not intend to harm clients, incompetence often significantly contributes to harm. A mental health professional must be able
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Itkarkar, Rajeshri Rahul, Shruti Petkar, Roshani More, and Arya Itkarkar. "Cloud-Based Professional Development." In Advances in Educational Technologies and Instructional Design. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-6705-6.ch002.

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In today's fast-paced, technology-driven world, continuous learning and professional development are crucial for staying competitive. This chapter explores the transformative potential of cloud-based professional development. With cloud computing technologies, professionals can access training resources anytime, anywhere, fostering a culture of lifelong learning. This chapter covers the benefits, key components, implementation strategies, challenges, and future trends of cloud-based professional development. Real-world case studies explore the opportunities for individuals and organizations.
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Conference papers on the topic "Lifelong professional training"

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Gorodetskaya, Inna M. "Socio-psychological aspects of lifelong education and professional re-training." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402121.

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Burlakova, Irina, Anastasiya Budnik, and Elizaveta S.Burlakova. "Organization of Lifelong Learning in the System of Professional Training of Teachers." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0051.

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Meneses, Rute F., Anna Rita Giovagnoli, and Maria Cristina Miyazaki. "LIFELONG LEARNING AND THE SAFE USE OF COMPLEMENTARY AND ALTERNATIVE MEDICINE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end068.

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"Research has shown the frequent use of complementary and alternative medicine (CAM), its potentialities and risks. Aim: To characterize adults’ knowledge and practices of CAM in order to identify the need to develop lifelong learning programs. After obtaining the necessary authorizations, between 1/10-5/12/2021, 115 adults living in Portugal, mostly women with a higher education degree, working full-time, with a monthly income perceived as medium, answered a Google Forms questionnaire on health (self-)care practices (HsCP). Most considered their health as good (44.3%), being satisfied with it
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Bursuc, Catalin. "ADEQUACY OF TRAINING PROGRAMS TO THE NEEDS OF THE MILITARY ORGANIZATION - FEATURES FOR ENSURING EFFICIENCY OF MILITARY TRAINING IN THE ROMANIAN ARMY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-014.

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Lifelong learning is both a consequence of macro-social dynamics, but also its premise. The contents of different forms of training that a person goes through during life respond in a lesser or greater deal/ less or more to the real needs they have been generated by. The characteristics of the curricula are analyzed within the antagonistic tendencies registered by each of them. In this context adapting contents imposes as a continuous and flexible process, as a defining feature of the learning organization. Projecting the curricula starting with the final result needs instruments that describe
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POSȚAN, Liliana. "Reflecții asupra formării profesionale a specialiştilor/specialistelor în formarea şi dezvoltarea resurselor umane şi a personalului: intersectorialitate, management și andragogie." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p112-119.

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In the article we evaluate the coverage of lifelong learning with occupations/skills specific to adult education and professional training based on the Occupations Classifier from the Republic of Moldova, normative documents in the field of education and work. We find that the process of covering lifelong learning with occupations/skills specific to adult education and vocational training is in the process of development, but it is imposed as different levels and sectors of the education and training systems, including non-formal fields, to work closely with each other.
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Egarievwe, Stephen U., Jamie A. Johnson, and Ezekiel O. Agbalagba. "Vertical Education Enhancement Approach to Meeting Emerging Skillset Needs in Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206087-ms.

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Abstract Emerging technologies often bring new opportunities to enhance productivity and safety in the oil and gas industry. New technologies and opportunities often come with the challenges of workforce development to provide entry-level and current professionals with the necessary training and skillset. This paper presents a vertical education enhancement (VEE) model approach to providing emerging skillset needs in the oil and gas industry with emphases on curriculum continuous improvement and lifelong learning. The top new and emerging technologies that are critical to the future of the oil
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Ghetiu, Adelina. "Impactul proiectului Compass (Erasmus+) asupra dezvoltării culturii învățării pe tot parcursul vieții." In Congresul Ştiinţific Internaţional "Sport. Olimpism. Sănătate". State University of Physical Education and Sport, Republic of Moldova, 2022. http://dx.doi.org/10.52449/soh22.20.

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The changes in the world at the economic, cultural, way of life, the development of information technologies influence people's attitude towards the training process and change society's requirements towards the level of training of adults. If traditionally a student was considered a person up to the age of 25, every year the age of people studying increases. Currently, studying is not a luxury, but a lifelong necessity in the conditions of an information society that tends towards globalization. Lifelong learning activities result in the improvement of knowledge, skills, competences and/or qu
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Fat, Silvia. "LIFELONG LEARNING OF TEACHERS AND ICT IN THE KNOWLEDGE SOCIETY." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-168.

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The article presents the key activities of a recent educational project (Lifelong learning of teachers of Romanian, English and French, in the knowledge society, POSDRU ID 87/1.3/S 62536), based on a teacher training program with ICT support. This project is implemented by Braila County School in partnership with the University of Bucharest, SIVECO Romania and TEHNE - The Center for Development and Innovation in Education, sustained in January 2011 - December 2013. Out of the 5000 teachers included in the target group were trained, using a form of applied curriculum, exchange experience and on
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Dascalu, Maria iuliana, Iuliana Marin, Constantanicoleta Bodea, and Mirabela Navlea. "FORMATIVE E-ASSESSMENT TOOL TO FACILITATE THE TRAINING OF PROJECT MANAGEMENT PROFESSIONALS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-078.

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Professional certifications sustain lifelong learning through the continuous development of competencies required in a workplace. The current paper proposes a tool to facilitate the training of professionals who want to obtain a project management certification awarded by the International Project Management Association (IPMA). The tool makes the automatic evaluation of answers to open questions and gives feedback, thus providing the users the chance to learn from their own mistakes. The text-based answers are transformed into ontological representations, exploiting several technologies and op
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Jeremic, Biljana, Zagorka Markov, and Danica Vasiljevicprodanovic. "OBSERVATIONS OF STUDENTS - FUTURE PRESCHOOL TEACHERS ABOUT THE POSSIBILITIES OF ACQUIRING PROFESSIONAL COMPETENCIES THROUGH CONTEMPORARY TECHNOLOGIES." In eLSE 2018. ADL Romania, 2018. http://dx.doi.org/10.12753/2066-026x-18-018.

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The development of technology contributes to the rapid flow of information that affects all areas of social life. Contemporary preschool teachers, of the 21st century, are expected to follow all contemporary events related to their profession and implement them in their practice. It is necessary that they adapt their teaching style to the individual needs and interests of preschool children. In this context, preschool teachers need to have lifelong training in order to acquire expert and professional competencies and be recognized on the labour market as professionals who meet the criteria sti
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Reports on the topic "Lifelong professional training"

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Papadakis, Stamatios J., Сергій Олексійович Семеріков, Юлія Володимирівна Єчкало, et al. Advancing lifelong learning and professional development through ICT: insights from the 3L-Person 2023 workshop. Криворізький державний педагогічний університет, 2023. http://dx.doi.org/10.31812/123456789/8483.

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The 3L-Person 2023 workshop provided a unique forum for researchers and practitioners from diverse backgrounds to explore the multifaceted role of information and communication technologies (ICT) in lifelong learning and professional development. Held in Kryvyi Rih, Ukraine, on October 25, 2023, the workshop showcased 11 high-quality papers that addressed a wide range of topics, including: personal learning environment design, advanced ICT for professional retraining and training in the workplace, and blended and remote learning/teaching with emerging ICT. The workshop facilitated lively discu
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Burov, Oleksandr Yu, Svitlana H. Lytvynova, Сергій Олексійович Семеріков, et al. ICT for disaster-resilient education and training. CEUR Workshop Proceedings, 2023. http://dx.doi.org/10.31812/123456789/7826.

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The 3L-Person 2022 workshop was held in Kryvyi Rih, Ukraine, on October 25, 2022. The workshop aimed to provide a platform for researchers and practitioners from different domains and regions, who are interested in exploring the opportunities and challenges of information and communication technologies (ICT) for lifelong learning and professional development. The workshop addressed various topics related to the design, development, evaluation, and application of ICT for education and training, such as personal learning environment design, advanced ICT for professional retraining and training i
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Chea, Phal, Seyhakunthy Hun, and Sopheak Song. Permeability in Cambodian Post-secondary Education and Training: A Growing Convergence. Cambodia Development Resource Institute, 2021. https://doi.org/10.64202/wp.130.202109.

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The distinction between vocational training and academic education can be traced back to different institutional structures in medieval Europe. However, owing to an increasing need for higher-level skills to respond to market demand, countries have resolved to establish flexible pathways for students on both tracks or systems to move or transfer across to each other. Permeability in education and training refers to the possibility for learners to transfer between different types of education and between different levels of qualifications. In its recommendations, UNESCO highlights the important
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