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Education for life or life-long education?
L. D. Smullin
Annals of Geophysics , 2003, DOI: 10.4401/ag-3416
Abstract: Historically, people learned skills that lasted for their lifetime. This was education for life . In the modern technical and scientific world, things change so rapidly that a professional must continuously learn new material. This is life-long education . Technological advances require signifi cant changes the electrical engineering curriculum. Studies of vacuum tubes and transformers have given way to studies of control theory, VSLI chips, semiconductor technology and lasers. An electrical engineer can not expect to master all aspects of the field within four or even eight years of study. Continuing education has become part of an engineering career.
CONTINUING EDUCATION AND LIFE LONG LEARNING TRENDS
Dr.M. Muninarayanappa,,DR.K.VENKATA REDDY
Indian Streams Research Journal , 2012,
Abstract: Continuing Education, professional development and lifelong learning are all terms used to describe an educational or training process that is a key component for successful organizations. The term Continuing Education often elicits several definitions, however one of the most comprehensive and applicable is Liveright and Haygood's 1969 version, "a process whereby persons who no longer attend school on a regular full-time basis … undertake sequential and organized activities with the conscious intention of bringing about changes in information, knowledge undertaking, skill appreciation and attitudes or for the purpose of identifying or solving personal or community problems" (Courtenay, 1990).
Library and Librarians In Information Literacy for Life long Learning in University Education.
UB Dangani
Information Manager (The) , 2009,
Abstract: For one to be relevant in a world where the written word dominates does not only require good writing and reading skills but must also have the ability to think critically, read between the lines, use information socially and ethnically, share ideas and keep abreast with trend in IT. This paper traces the origin of the concept of information literacy its relevance to academic community and life long education. The roles of library and librarians in the design and inclusion of Information Literacy (IL) in to the curriculum of Nigerian Universities was also highlighted. The paper concludes that IL is a prerequisite for university graduate to successfully survive and compete in the 21st century and beyond. The paper finally recommends Information Literacy blue prints for Nigeria universities.
EDUCATION AND LIFE LONG LEARNING ARGUMENT FOR THE DEVELOPMENT OF KNOWLEDGE BASED ECONOMY AND SOCIETY
Nicoleta GUD NESCU,Anca CRISTEA
Lex et Scientia , 2009,
Abstract: The scientific paper work’s idea is generated by the Lisbon Strategy objective creation of more and better jobs in competitive domains”. Only this way can be developed a new society, knowledge based, which is centered on the human capital and all the aspects related to human wellness, needs for education and life long learning etc. The theme is important in the actual European and global context that emphasizes the progress based on the economic and social development, in fact, the main goal is reaching,, sustainable development”. The existing relations between economy and society knowledge based is the result of the human development. In this context the human education have not to be seen as only the tool for the improvement of the economic competitivity, but as a chance for them to become better individuals. Knowledge based society is not referring limitative to the best prepared individuals in a specific society and high technologies used. The goal has to be the improvement of the professional preparation during the whole life, thorough investments in human capital and the increased access to the knowledge for the members of the society. The paper work is the following of my anterior studies and is considered an actual subject matter for theentire scientific and economic society.
El lucro en la educación chilena: debate conceptual acerca del sentido de la educación pública y de la privada Profits in Chilean education: conceptual debate about the meaning of public and private education  [cached]
Sebastián Donoso-Díaz,Jorge Alarcon-Leiva
Pro-Posi??es , 2012, DOI: 10.1590/s0103-73072012000200004
Abstract: El texto introduce en un tema capitular en el Chile de hoy, un tópico que ordena las vinculaciones entre lo público y lo privado en educación y que ha sido escasamente analizado en los últimos treinta a os; a nuestro entender, producto del éxito del neoliberalismo en la legitimación del orden privado y de sus principios sobre lo público. Este fenómeno ha sido nuevamente puesto en tela de juicio en la sociedad chilena, a causa del descontento social con un sistema de mercado que se ha mostrado implacable. El lucro ha quedado al descubierto como principio y fin de los objetivos de las políticas neoliberales, y con ello se desnuda su débil propuesta de desarrollo social y de operación del Estado, tarea a la que la educación, desde el neoliberalismo, tiene muy poco que aportar. The text introduces a central issue discussed in today’s Chile, a topic that organizes the bounds between public and private sectors in education and which has been rarely discussed in the last thirty years; due in our opinion to the success of neoliberal policy in legitimating private order and its principles over the public ones. This phenomenon has again been put into discussion in the Chilean society as a result of a social discontent towards a market system that has been relentless. The beginning and ending of the objectives of neoliberal policies has been profit and together with it, bares its weak proposal of society development and the operation of the State, a task that education has very little to contribute since neoliberal policy.
A Role of Higher Education Institutions in the Development of Life-long Learning Processes  [cached]
Lech Banachowski
EduAction : Electronic Education Magazine , 2011,
Abstract: The following question is considered: In what way can the higher schools support the processes of life-long learning of their graduates and also of their faculty and students?” A solution is proposed based on building learning community of practice managing joint knowledge repository including Personal Learning Environments (PLE) and e-portfolios. It is shown how to extend ordinary LMS (VLE) system to support processes of life-long learning. The steps made at the Polish-Japanese Institute of Information Technology (PJIIT) are discussed towards implementation of these ideas.
Libraries in Continuing Education Centres: Life-Long Learning Facilities for Rural People in India  [PDF]
K. Sudha Rani,T. Ananda,G. Umapathi
Bulgarian Journal of Science and Education Policy , 2012,
Abstract: The key aim of the establishment of Adult Education centers is to promote literacy and foster informal learning so that the adults are empowered to pursue any educational endeavor that they wish to undertake. The success of Adult Education Centre depends upon the kind of programms and activities conducted by it. In order to improve the quality of life of the people, and to keep them abreast of knowledge, libraries are being established in Adult Education Centres. The purpose of the establishment of library will serve only if the learners utilize it properly. Otherwise the effort may not be meaningful In view of this, a study was under taken on provision and the utilization of library services in adult education centres. 120 beneficiaries from 12 centres of six Mandals of Chittoor District of Andhra Pradesh State were selected as the sample and the findings and suggestions were presented in the paper.
LIFE-LONG EDUCATION AT UNIVERSITIES - OPPORTUNITY, OR THREAT? / Celo ivotní vzdělávání na vysokych kolách - p íle itost nebo hrozba?
Cimbálníková Lenka
Technológia vzdelávania , 2010,
Abstract: The contemporary changing society brings along a change of paradigms also in the field of human resources development and life-long education. Requirements of today's society for human resources development and life-long education are related to the mission of universities as well. Universities should play an important role in the field of life-long education, become promoters, leaders and organizers of life-long education. The contribution describes competencies of a university in the area of life-long education, identifies factors supporting and threatening life-long education at universities and proposes possible solutions based on the contemporary trends in management, human resources development and education.Sou asná ménící se spole nost p iná í zménu paradigmat i v oblasti rozvoje lidskych zdroju a celo ivotním vzdélávání. Po adavky dne ní spole nosti na rozvoj lidskych zdroju a celo ivotní vzdélávání se tykají i poslání vysokych kol. Vysoké koly by méli sehrá-vat vyznamnou úlohu v oblasti celo ivotního vzdélávání, stát se propagátory, leadry a realizátory celo ivotního vzdélávání. P íspévek popisuje kompetence vysoké koly v oblasti celo ivotního vzdélávání, identifikuje faktory, které podporují a ohro ují celo ivotní vzdélávání na vysoké kole a navrhuje mo né e ení vycházející ze sou asnych trendu managementu, rozvoje lidskych zdroju a vzdélávání.
El debate en torno a la Promoción de Salud y la Educación para la Salu Debate on health promotion and health education  [cached]
Giselda Sanabria Ramos
Revista Cubana de Salud Pública , 2007,
Abstract: Se presenta un análisis sintético y actualizado de los principales hitos e ideas que marcan el desarrollo de la Promoción de la Salud así como el debate teórico y conceptual, que en algunos momentos se ha establecido con la Educación para la Salud. Se cita como momento importante de la educación para la salud, la fundación en Paris, 1952 de la Unión Internacional de Educación par la Salud y en el campo de la Promoción de la Salud, la Primera Conferencia Mundial realizada en Ottawa, 1986. Se declara la plena vigencia de los pronunciamientos de Ottawa y el trascendental papel de la Educación para la Salud para la consecución de las aspiraciones de luchar por la equidad y el alcance de una población saludable con autonomía y capacidad de hacer elecciones proclives a la salud. El trabajo concluye enunciando los retos a los que se enfrentan ambas disciplinas en el contexto cubano teniendo en cuenta las aspiraciones e indicadores declarados de mejorar la calidad de vida de la población cubana para el 2015. An updated synthetic analysis of the main ideas and landmarks that signal the development of health promotion together with the theoretical and conceptual debate that has sometimes developed in health education were presented. An important moment of the history of health education was the founding of the International Union of Health Education in Paris in 1952 whereas in the history of health promotion, the First World Conference in Ottawa, 1986 was a trascendental date. The full validity of Ottawa statements and the outstanding role of health education for the attainment of the objectives of struggling for equity and having a health population with autonomy and capacity to make choices in favor of health were underlined. Finally, the paper listed the challenges to which both disciplines are facing, taking into account the aspirations and stated indicators aimed at improving the quality of life of the Cuban population for the year 2015.
Music Education and Youth Empowerment: A Conceptual Clarification  [PDF]
G. C. Abiogu, I. N. Mbaji, A. O. Adeogun
Open Journal of Philosophy (OJPP) , 2015, DOI: 10.4236/ojpp.2015.51013
Abstract: This paper is a conceptual clarification of the nexus between music education and youth empowerment. It is also an exposition of how music education can be utilized for the empowerment of the Nigerian youths with a brief incursion into the meaning of education and its need for national development. The paper considers music education as a performance art which involves unique educational activities designed to enable the youths to achieve self-realization and life adjustment in the society. The conceptual clarifications touch upon some philosophical principles which guide music education in its application as a tool of empowerment of youths and how Nigerian government can borrow a leaf from some of the African countries who partner with non-governmental organizations (NGOs) such as the Music Crossroad International (MCI) organization to empower their youths and communities. Through the creation of such musical opportunities through partnerships by such countries, implications for Nigeria are drawn with recommendations and conclusions.
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