European Parliament Library

Lifelong learning, perspectives, opportunities and challenges, Isaac Kofi Biney [and three others] editors

Lifelong learning, perspectives, opportunities and challenges, Isaac Kofi Biney [and three others] editors
Bibliography note
Includes bibliographical references and index
index present
Literary Form
non fiction
Main title
Lifelong learning
Nature of contents
Responsibility statement
Isaac Kofi Biney [and three others] editors
Series statement
Education in a competitive and globalizing world
Sub title
perspectives, opportunities and challenges
"Whilst in the eons of history the term lifelong learning may be a relatively new addition to the language, the practices and experiences are most certainly not. Throughout human existence people have tried to improve their living conditions by accomplishing their tasks in more efficient and effective ways. This can often be linked to the notion of work but lifelong learning, whilst important in the workplace, affects all parts of our existence. It not only aids us to understand our tasks but also how we fit into a wider society. Without lifelong learning our society, and we as individuals, would stagnate. It is not something that we always do purposively but is a part of being human. We acquire skills and knowledge and then apply them sometimes in unrelated scenarios. Lifelong learning has benefits not just in terms of our work but can also help in terms of socialization. It also has potential health benefits for example in terms of enhancing neuroplasticity and aiding in the development of emotional intelligence and empathy for others. We become more confident in what we do as we achieve increased knowledge and understanding through lifelong learning as can be evidenced in many of the contributions in this edited collection. One important aspect is that whilst one can improve one's own skills through reflective engagement and experiential learning, one benefits and can learn from the lived experiences of others, adding their accumulated knowledge to one's own, gaining a wider perspective allowing one to develop a better skill set in any given situation and to enhance one's productivity. Whilst the chapters in this collection present wide and varied examples of how lifelong learning is undertaken ranging from would-be African entrepreneurs through to Western European performing artists, the collection is simply a minute sample of the almost infinite experiences of lifelong learning taking place in the world today. We all benefit from acquiring lifelong learning as individuals, learning from parents, siblings, friends, workmates and even educators. What we sometimes fail to recognise is our own important role as educators to others, passing on knowledge and skills that others may develop to fit their own needs. In that way we see the collection as pointing out different strategies, techniques that may be applied in differing situations. Irrespective of culture, economic development, race, religion are levels of formal education etc. We all benefit from lifelong learning and have a role to play in both in terms of educating ourselves and a duty to help to educate others in order to create a better society. The contributors and editors hope that this collection can play even a miniscule part in that development and we have certainly been through new experiences that have contributed to our own lifelong learning"--, Provided by publisher
Table Of Contents
Intro -- Contents -- Preface -- Chapter 1 -- Overview: Lifelong Learning - Perspectives, Opportunities and Challenges -- Introduction -- Perspectives of Lifelong Learning -- Opportunities of Lifelong Learning -- Challenges in Lifelong Learning -- References -- Chapter 2 -- Towards Becoming a Learning and Knowledge Society: Experiences from Ghana -- Abstract -- Introduction -- Conceptual Framework -- Learning and Knowledge Society -- Pointers to Learning and Knowledge Society in Ghana -- Sakai Learning Management System -- Implications for Adult Education -- Conclusion -- References -- Chapter 3 -- Promoting Lifelong Learning Among Adult Learners on Distance Education Programs in Developing Countries: Challenges and Strategies -- Abstract -- Introduction -- Procedure Adopted -- Theorizing Concept and Meanings of Lifelong Learning -- Self-Directed Learning, Challenges and Strategies -- Implications for Adult Education -- Conclusion -- References -- Chapter 4 -- Integrating Technology for Effective Teaching and Learning by Adults: The Ghanaian Perspective -- Abstract -- Introduction -- Literature Review -- Perspectives, Theoretical and Conceptual Framework -- Skills and Competencies Needed to Access Information from the Internet -- Factors That Enhance Effective ICT Integration -- Factors Contributing to Adult Learning and Training Using Technology -- Methodology -- Population and Sample Sizes of the Study -- Questionnaire Development -- Validation of Instruments -- Data Analysis -- Results -- Ways to Enhance Effective Integration of ICT into Adult Learning -- Effective Adult Learning Using Technology -- Discussion -- Information Literacy Needs, Skills and Competencies -- Integrating ICT for Effective Adult Student Learning -- Enhancing Adult Learning through Technology -- Conclusion -- References -- Chapter 5Apprenticeship Learning in Social Literacy and Post-Literacy Practices -- Abstract -- Introduction -- Design and Methodology -- Data Analysis and Reporting -- Ethical Considerations -- Significance of the Study -- Literature Review -- The Findings of the Study -- Apprenticeship Learning in Stonemasonry Literacy Practices -- Apprenticeship Learning in MPAWE Literacy Practices -- Apprenticeship Learning in Community Councils' Literacy Practices -- Apprenticeship Learning in Animal Husbandry Literacy Practices -- Conclusion -- The Role of the Institute of Extra Mural Studies (IEMS) in Apprenticeship Learning -- Recommendations for Further Research -- References -- Chapter 6 -- Creating an Inclusive Community: Promoting Lifelong Learning through Distance Education in the Rural Areas of Ghana -- Abstract -- Introduction -- Distance Education -- Digital Divide and Lifelong Learning -- Methods -- Findings -- Optimism -- Self-Confidence -- Hard Work -- Conclusion -- References -- Chapter 7 -- Digital Natives? Assessing Digital Literacy Levels among University Students -- Abstract -- Introduction -- Analytic Framework -- Ng's Three Dimensions of Digital Literacy -- Methods -- Participants -- Procedure -- Data Analysis -- Results and Discussion -- Digital Technology Devices Owned -- Assessment of Technical Skills Dimension of DL -- Respondents' Demographic Characteristics and Technical Skills -- 'Can Do' Skills Assessment -- Respondents' Demographic Background and 'Can do' skills -- Conclusion -- References -- Chapter 8 -- Technology and the Higher Education Sector's Response to the Covid-19 Pandemic: The Experiences of Adult Learners in the University of Ghana -- Abstract -- Introduction -- Analytical Framework -- Literature Review -- Technology, Pedagogy and Content Knowledge -- Theoretical and Conceptual Considerations -- Technology Acceptance TheoryMethodology -- Research Design -- Ethical Considerations -- Results and Discussion -- Quantitative Results -- How Covid-19 Affected Delivery of Quality Education at UG: Use of Social Media Tools/Platforms by Students -- What University Authorities Did to Continue to Deliver Quality Education at Legon - Learning Technologies and Social Media Platforms Used by Students and Faculty? -- Sustaining Delivery of Quality Education at Legon: Factors That Influenced Social Media Usage by Students -- Qualitative Results -- How Covid-19 Affected Delivery of Quality Education at UG -- What University Authorities Did to Continue to Deliver Quality Education at Legon? -- Sustaining Delivery of Quality Education at Legon with or without Pandemic -- Conclusion -- References -- Chapter 9 -- A Study on Gender, Innovation and Factors Affecting Intrapreneurship -- Abstract -- Introduction and Background -- Materials and Methods -- Hypothesis of the Study -- Results and Discussion -- Conclusion -- References -- Chapter 10 -- Observing Practices in Higher Education for Self- Directed Professional Lifelong Learning -- Abstract -- Introduction -- Learning through Observations in Higher Education -- Gosling's Model -- Observations through Career Stages -- Learning through Observations -- New to Teaching Course: A Teaching Perspective -- New to Teaching Course: A Learner's Perspective -- Undertaking Observations -- Preparing to Learn Through Observation -- The Observation -- Post Observation Feedback -- Learning through Observation Online -- Reflective Practice and Self-Awareness -- Observing Practice a Participant's Reflections Using Gibb's Reflective Cycle -- Description -- Self-Awareness, Feelings, and Reactions -- Evaluation and Analysis -- Conclusion and Personal Actions -- References -- Chapter 11 -- The Contributions of MOOCs to Lifelong Learning -- AbstractIntroduction -- MOOCs Major Players -- Nature and Character of MOOCs -- Opportunities in Using MOOCs -- The Other Side of MOOCs -- Conclusion -- References -- Chapter 12 -- Shifting Identities of Sustainable Talent Development in Performing Arts -- Abstract -- Introduction -- Identity Formation -- Professional Identity Formation -- Passion as a Driver for Sustainable Talent Development -- Speaking of Which … -- Conclusion and Discussion -- Acknowledgments -- References -- Chapter 13 -- Lifelong Learning from Multi-Disciplinary Perspectives: Approaches and Opportunities in the 21st Century -- Abstract -- Introduction -- Problem Statement -- Literature Review -- Meaning and Perception of Lifelong Learning -- Lifelong Learning Practices/Opportunities -- Challenges and Lifelong Learning Opportunities -- Methods -- Study Design and Setting -- Population, Sample and Sampling Techniques -- Instrument Design and Data Collection -- Data Analysis -- Ethical Considerations -- Results and Discussions -- Summary of Findings -- Conclusion and Recommendations -- References -- Index -- About the Editors -- About the Contributors -- Blank Page

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